A METHODOLOGY FOR USING SIMULATION-BASED LEARNING AIMED AT CREATING AN EFFECTIVE EDUCATIONAL ENVIRONMENT AT THE UNIVERSITY

Abstract

The article explores the gap between the theoretical training of future teachers and the demands of the real-world professional environment, which involve resolving complex, conflict-ridden situations that require a high level of social and emotional competencies. It also explores the potential of simulation-based learning as a safe and controlled tool for fostering an effective social and psychological educational environment at universities. A methodology for using simulations, based on a constructivist approach, is presented, enabling the development of practice-oriented skills critical for building relationships and managing the climate within an educational organization. A typology of simulations is systematized, and teacher target competencies are analyzed in accordance with the CASEL model, enabling targeted development of the educational process. The simulations, developed and tested at Moscow City Pedagogical University, demonstrate the practical application of this methodology and its contribution to the development of future teachers’ communicative competence. Thus, simulation-based learning is a key factor in preparing teachers capable of creating dynamic, inclusive, and psychologically safe educational environments.