<![CDATA[The aims of this study is to explore how the implementation of deep learning strategies to foster empathy and collaboration among second-grade elementary school students. Anchored in Vygotsky's Sociocultural Theory and the Social Emotional Learning (SEL) framework, the research focuses on how project-based and inquiry-based learning approaches contribute to the development of students’ social-emotional skills. The primary objective is to examine how these pedagogical strategies create meaningful learning experiences that nurture students’ ability to understand others’ perspectives and work cooperatively with peers. The study also explores the teacher’s role in facilitating deep learning through guided interaction within the Zone of Proximal Development (ZPD), where support is tailored to students’ developmental readiness. Data were collected through classroom observations, semi-structured interviews, and analysis of student-created learning artifacts. Thematic analysis revealed that deep learning strategies provide authentic contexts for social interaction, enabling students to engage in perspective-taking and constructive collaboration. As a result, students exhibited notable growth in their ability to empathize and collaborate, indicating that well-structured, emotionally responsive instruction can enhance both cognitive and interpersonal development in early primary education.]]>
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