Abstract
This article aims to identify the features of using metaphorical cards for the development of students’ social skills studying in university. The methods of research included testing and observation methods that allow to identify the levels of formation of students’ social intelligence structural components effectively; to determine the features of changes in the perception and control of their own and others' emotional and behavioral reactions, as well as the level of development of understanding of emotional expression. The study shows that the technology of using metaphorical cards is one of the leading ways of emotional-psychological, pedagogical and socio-moral influence on the development of structural components of students’ social intelligence. The effectiveness of working with metaphorical cards in developing communicative skills has been shown to be due to the mechanisms involved in different forms of working with metaphor. It is considered that metaphorical cards allow projecting both negative emotional reactions arising in communication onto images, reducing the intensity of their experience, and projecting social images, acting as moral guidelines, onto real situations, using them as models of behavior. It has been found that working with this educational technology helps to develop students' skills in understanding and managing their feelings, emotions and experiences. Practical relevance: The data obtained in this paper can be used in the study of problems related to educational psychology, personality psychology, social psychology and pedagogy.
 
 Keywords: educational technology, social skills, student youth.
Highlights
IntroductionThe increasing importance of the individual as an entity of social relations regardless of physical, mental and social characteristics goes hand in hand with the need to maintain a diversity of social connections, which requires developed communication skills, social activity and a focus on successful social integration (Kunitsina, Kazarinova & Pogolyna, 2003; Lukicheva, 2004; Potapova et al, 2018; Galiullina, 2018; Turkova, 2020; Röllke et al, 2020; Dmitrieva, Levina & Krasovskaya, 2021)
This article aims to identify the features of using metaphorical cards for the development of students’ social skills studying in university
The increasing importance of the individual as an entity of social relations regardless of physical, mental and social characteristics goes hand in hand with the need to maintain a diversity of social connections, which requires developed communication skills, social activity and a focus on successful social integration (Kunitsina, Kazarinova & Pogolyna, 2003; Lukicheva, 2004; Potapova et al, 2018; Galiullina, 2018; Turkova, 2020; Röllke et al, 2020; Dmitrieva, Levina & Krasovskaya, 2021)
Summary
The increasing importance of the individual as an entity of social relations regardless of physical, mental and social characteristics goes hand in hand with the need to maintain a diversity of social connections, which requires developed communication skills, social activity and a focus on successful social integration (Kunitsina, Kazarinova & Pogolyna, 2003; Lukicheva, 2004; Potapova et al, 2018; Galiullina, 2018; Turkova, 2020; Röllke et al, 2020; Dmitrieva, Levina & Krasovskaya, 2021). Social intelligence should be seen as a separate skill of the individual, formed in the course of his or her activities in the social sphere, in the field of social interactions and communication. In addition to information about the social world, about others, about oneself, it involves the ability to modify this information, to incorporate it into activities, to create situations and to calculate behavior (Belova, 2004; Geranyushkina, 2001; Lujbina, 2002; Kvon et al, 2018; Tolstaya, 2018; Boukhanov et al, 2019; Levina et al, 2019; Hamurcu & Canbulat, 2019; Kruger, 2019; Galchenko et al, 2020)
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