Kudus Represents Indonesia, Showcasing Findings from the OECD Global Survey on Social-Emotional Skills

In an increasingly complex and uncertain world, social-emotional skills such as empathy, creativity, and perseverance have become key to the success of both individuals and societies. To address this challenge, Bakti Pendidikan Djarum Foundation, in collaboration with the Organisation for Economic Co-Operation and Development (OECD), has launched the findings of the Global Survey on Social and Emotional Skills (SSES).

The OECD survey is a comprehensive international effort to document students' social-emotional skills as well as the conditions and practices that support their development. The survey involved more than 70,000 students aged 10 and 15 across 16 global locations, including Helsinki (Finland), Gunma (Japan), and Delhi (India). This year marks a significant milestone for Indonesia, as Kudus joins the initiative as the country’s sole representative.

"Social-emotional skills are essential provisions that make us more ‘human’ amidst the rapid advancement of technology, such as artificial intelligence. These skills are a strong foundation for contributing to a sustainable world. Strengthening social-emotional skills will also boost socioeconomic outcomes. Therefore, it is crucial to continually enhance these skills among students," said Andreas Schleicher, OECD Director for Education & Skills, during the launch event at SD Masehi, Kudus.

The launch carried the theme "Towards a Social-Emotionally Intelligent Generation: Global Findings and Kudus’ Best Practices for Indonesia". The event was attended by more than 300 invited guests, including various stakeholders such as teachers, school principals, parents, policymakers, academics, and philanthropists. In the afternoon, a workshop was held with 240 teachers, providing a platform for deeper engagement with best practices for implementing social-emotional skills in schools.

Andreas added, "I highly appreciate Kudus and Indonesia for their strong commitment to prioritizing the development of social-emotional skills in schools. During my visit to several schools yesterday, I personally experienced the warm classroom atmosphere and the close relationships between teachers and their students."

Some key findings from the OECD Global Survey on Social-Emotional Skills include:

1. Holistic Success Factors: Students’ social and emotional skills are significant predictors of academic achievement, health, and well-being—regardless of their background, age group, or city of residence.
2. Decline in Creativity and Curiosity During Adolescence: These skills showed a marked decrease among 15-year-old students compared to 10-year-olds, especially in Asian cities.
3. Strong Commitment from Indonesian Educators: Among all locations, educators in Kudus demonstrated the highest consistency in integrating social-emotional skills across subjects. They also shared the most aligned mindset regarding the impact of these skills on students' academic and life outcomes, as well as their responsibility as educators to foster them.
4. Creating Safe School Environments for Student Success: Bullying remains a significant concern in all locations, including Kudus. However, in some locations—including Kudus—the majority of school principals reported low levels of bullying, which may suggest a normalization of such behaviors that warrants attention.
5. Providing Positive Feedback to Students: Students who received more frequent feedback from teachers exhibited higher social-emotional skills. In Kudus, frequent teacher feedback was most strongly associated with achievement motivation, curiosity, friendliness, trust, and tolerance.

Ananto Kusuma Seta, National Coordinator for Education for Sustainable Development at the Indonesian National Commission for UNESCO, appreciated the OECD survey findings, noting their timeliness and alignment with the policy direction of the Indonesian Minister of Primary and Secondary Education, Prof. Dr. Abdul Mu’ti, M.Ed, who emphasizes the importance of nurturing students' social-emotional skills through mindful, meaningful, and joyful learning.

"The OECD survey findings in Kudus affirm that social-emotional skills are crucial to guiding students towards future success. In the 21st century, skills are no longer measured solely by PISA scores but should also include and complement social-emotional metrics. These findings show that Kudus has made a strong start, and overall, our position is above average. In terms of social-emotional aspects, our education in Kudus surpasses that of Singapore and Japan," explained Ananto.

Beyond national policy relevance, these findings have the potential to reinforce and expand existing best practices in Kudus. Acting Regent of Kudus, Dr. Muhammad Hasan Chabibie, S.T., M.Si, stated that as Indonesia’s sole representative in this global survey, Kudus has demonstrated its commitment to social-emotional learning through various strategic programs, supported by partners such as Djarum Foundation, which help accelerate the adoption of best practices in schools.