Executive functions, self-regulation and social media for peace-based inclusive education

Abstract

This article comprehensively explores the critical interplay between executive functions (EFs), self-regulation, and social media in promoting a peaceful and inclusive educational environment. The study emphasizes the significance of EFs in regulating cognitive processes and coping with new challenges, focusing on the prefrontal cortex (PFC) and its interconnected neural circuits. Addressing the relevance of EFs in conflict resolution, emotional regulation, and metacognitive practices, the research investigates how they contribute to constructive conflict-resolution, emotional maturity, and responsible online behavior in educational settings. Furthermore, the bidirectional relationship between prosocial behaviors and EFs is explored, revealing their mutual reinforcement during early childhood and beyond. The article discusses the benefits and challenges of social media in educational contexts, highlighting the importance of mindful usage to promote positive interactions and empathy among students, educators, and stakeholders. Adopting a holistic approach, the study examines successful self-regulation practices and approaches that empower individuals to navigate negative emotions and cultivate positive relationships within groups. Additionally, the review sheds light on the potential implications of EFs and self-regulation in neurodevelopmental disorders, such as autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD). It identifies shared genetic bases and neurobiological underpinnings, offering valuable insights for developing targeted interventions to enhance executive function skills in affected populations. The findings have practical implications for professionals in education, parents, and policymakers, emphasizing the importance of nurturing emotional regulation, promoting metacognitive practices, and ensuring responsible social media use to create a harmonious and inclusive educational environment. The article aims to provide valuable insights for researchers and practitioners seeking to cultivate empathy, support positive conflict resolution, and facilitate the holistic development of students and stakeholders in educational and intimate learning environments.

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