The promotion of social skills and ethical principles is essential for a holistic education, particularly in the context of physical education and studies (2000-2013). Education systems worldwide aim to develop cognitive abilities, emotional intelligence, and ethical responsibility (Burnett, 2023; UNESCO, 2014). It is increasingly essential to foster skills such as empathy, communication, collaboration, and self-regulation. These skills guarantee academic success and prepare students to become engaged citizens (Durlak et al., 2011). Research is increasingly focusing on integrating these skills into programs aimed at reinforcing social values (Levermore, 2011).

This article examines texts and programs designed to promote social skills and values in education. It examines theories, plans, and initiatives aimed at improving social skills, particularly in physical education (Suryadi et al., 2024). Sato et al. (2024) stated that skills such as autonomy, communication, teamwork, and compassion determine academic and emotional outcomes. These extend beyond academics, particularly in physical education, by integrating social-emotional growth with physical development (Zhang et al., 2025).

Durlak et al. (2011) stated that the theoretical underpinnings of social skills acquisition derive from key psychological and pedagogical models. Social-emotional learning targets self-awareness, self-regulation, social awareness, relationships, and principled decision-making (Durlak et al., 2011; UNESCO, 2014). It links improved social skills to emotional intelligence and values development. SEL programs enable students to manage complex socio-emotional challenges and promote responsibility (Ministry of National Education, Vocational Training, Higher Education and Scientific Research, 2019).

Programs such as PATHS (Promoting Alternative Thinking Strategies) and Second Step, repeatedly cited in the literature (Durlak et al., 2011; UNESCO, 2014), incorporate structured modules for emotion management and conflict resolution. This standard reference underlines their relevance, but a diversification of examples (e.g., local Moroccan programs) would enrich the contextualization. Second Step integrates SEL with violence prevention, offering structured development of social skills (Durlak et al., 2011). Suryadi et al. (2024) stated that physical education offers numerous opportunities to strengthen social skills. It emphasizes camaraderie and cooperation through physical and mental challenges (Zhang et al., 2025). Sato et al. (2024) also stated that it builds physical resilience while fostering social skills, such as communication and leadership. Autonomy and decision-making in group activities reinforce confidence and social interaction.

Darnell (2011) suggests that Autonomy-Building programs in physical education are essential to the evolution of social ethics. Autonomy, according to self-determination theory, promotes intrinsic motivation and individual responsibility (Sarkar & Page, 2022). Bjørndal & Ronglan (2021) allow students to make educational choices, which reinforces self-efficacy and autonomy. This is essential for advancing social and emotional competencies (UNESCO, 2014). Structured programs and theoretical models emphasize the development of social skills in education worldwide. The American Common Core integrates SEL into core subjects, promoting communication and collaboration (Durlak et al., 2011). UNESCO's sustainable education framework emphasizes the importance of global citizenship and social responsibility. These frameworks prepare students for the interpersonal and ethical complexities of the 21st century. Durlak et al.'s (2011) research on promoting social skills spans theoretical and practical perspectives. Despite evidence of the effectiveness of PATHS and Second Step, widespread implementation faces obstacles (Durlak et al., 2011; Njelesani, 2011). Limited time and resources for non-academic areas hinder integration. Cultural adaptation remains crucial due to varied values and teaching styles (Sheppard-Perkin et al., 2023).

Hayhurst (2011) also stated that the integration of socio-emotional skills into school curricula is sparking debate about the balance between academic and emotional priorities. Critics argue that socio-emotional learning can reduce academic rigor (O'Leary & Khoo, 2013). Others argue that emotional and social skills are essential for long-term success (Digennaro & Sannella, 2022). This balance remains a key issue for educational reform. Cultivating social skills in education, particularly physical education, is an essential and evolving field (Giulianotti, 2021). This article contributes to the scientific discourse by analyzing texts and programs. It explores theories, approaches, and barriers to developing social skills. Targeting these skills brings significant benefits to student outcomes and well-being (Zhang et al., 2025).

While studies have showń that there is a notable difference in the participation of students with special educational needs in sports and physical activities (Ben Rakaa et al., 2024b), as their classroom inclusions are significantly influenced by their teachers' perceptions and sense of pedagogical competence in inclusive physical education (Ben Rakaa et al., 2024c, 2024a). These extend beyond academics, particularly in physical education, by integrating social-emotional growth with physical development (Zhang et al., 2025). The theoretical underpinnings of social skills acquisition derive from key psychological and pedagogical models (Durlak et al., 2011). Social-emotional learning targets self-awareness, self-regulation, social awareness, relationships, and principled decision-making (Durlak et al., 2011). It links improved social skills to emotional intelligence and values development.SEL programs enable students to manage complex socio-emotional challenges and promote responsibility (Ministry of National Education, Vocational Training, Higher Education and Scientific Research, 2019).

Given the fragmented evidence across educational policy documents and academic literature, this study employs a literature review to provide a comprehensive and structured synthesis of the key social competencies and values embedded in physical education. By employing predefined eligibility criteria, a literature search strategy, and a transparent screening protocol, this review consolidates findings from multiple institutional and academic sources published between 2013 and 2023, enabling a rigorous and replicable examination of how social and ethical skills are addressed within physical education frameworks.

The analysis of the selected documents highlights a clear evolution in educational orientations within Morocco and comparable international contexts, reflecting an increasing emphasis on life skills and social competencies within physical education and broader school curricula. This shift demonstrates a strategic alignment between national reforms and international frameworks, particularly those promoted by UNESCO and global socio-emotional learning initiatives. Rather than focusing solely on academic achievement, the reviewed programs increasingly emphasize holistic student development, including personal growth, social integration, and future employability.

The quantitative mapping of competencies across the 45 documents provides insight into which social skills receive the most significant curricular emphasis. The distribution reveals several prevailing trends. Communication (11.11%) emerges as the most frequently referenced competency, underscoring its foundational role in interpersonal interaction and collaborative learning. Autonomy and cooperation (8.89% each) also appear prominently, suggesting an effort to cultivate learners who are both self-directed and capable of contributing effectively to group dynamics. Self-confidence and self-esteem (6.67% each) further indicate growing attention to psychological and emotional well-being as essential components of educational success (Figure 2).

By contrast, competencies such as empathy and group action (4.44% each) appear less frequently, pointing to potential gaps in the integration of emotional intelligence and social cohesion within existing curricula. Taken together, these findings support the objectives of this review: to identify the social competencies most emphasized in contemporary educational programs and to understand how they contribute to broader educational and societal goals. The emerging patterns reflect general consistency between policy intentions—such as promoting values, enhancing civic engagement, and supporting equitable development—and the competencies prioritized within the analyzed programs.

Self-confidence and self-esteem, each appearing at a frequency of 6.67%, highlight an increasing acknowledgment of psychological and emotional well-being as integral to holistic student development. By contrast, competencies such as empathy and the ability to act in a group (each at 4.44%) are less prominently represented in the analyzed documents. This suggests potential gaps in the integration of emotional intelligence and social cohesion within current educational frameworks, indicating areas where curricula may benefit from a more explicit emphasis.

Overall, the distribution of competencies in Table 3 reflects a pattern in which communication, autonomy, and cooperation constitute the primary focus of educational programs. In contrast, competencies associated with emotional awareness and collective action appear less frequently. These findings align with broader policy objectives emphasizing learner agency, interpersonal skills, and personal development, yet also point to opportunities for strengthening empathy-based and group-oriented competencies in future program designs.

This study highlights the emphasis placed by Moroccan educational and sporting initiatives on autonomy and social development, resonating with the priorities established by the Ministry of National Education (2013) to promote physical and sports education (PSE) as a means of promoting equity. These orientations align with the observations of Burnett (2023), who emphasizes the importance of leadership skills in sports governance and their applicability to educational contexts. However, our findings reveal a more systemic integration of these skills into Moroccan policies compared to Burnett's study, suggesting a proactive approach to developing autonomy and leadership in diverse demographic groups, including school-going girls (Ministry of National Education, 2013).

This divergence underscores the distinct potential of Moroccan initiatives to address gender disparities, a key issue in your research on basketball as a tool for female empowerment.

Complementing this, the emphasis on cooperation and group dynamics in our data is echoed in the work of Suryadi et al. (2024), who demonstrate that cooperative learning strategies in PES significantly improve social skills. This convergence suggests a global consensus on the value of teamwork; however, our study is distinguished by its grounding in Moroccan legislative frameworks, notably Framework Law 51-17, which facilitates the deliberate integration of social skills into sports and educational programs (Ministry of National Education, Vocational Training, Higher Education and Scientific Research, 2021). In contrast to the broader contexts explored by Suryadi et al. (2024), our analysis focuses on how national policies influence pedagogical practices to promote gendered inclusion, a factor directly relevant to basketball programs designed to empower Moroccan girls in the face of socio-cultural barriers.

The emphasis on self-confidence and self-esteem in our results is corroborated by Sarkar & Page (2022), who associate these qualities with resilience in elite sports. Extending these observations to Moroccan educational contexts, our study suggests that self-confidence is essential not only for academic success but also for girls' personal development in disciplines such as basketball (Ministry of National Education, Vocational Training, Higher Education and Scientific Research, 2022). This perspective broadens the application of Sarkar and Page's work, arguing for pedagogical strategies that cultivate these qualities beyond athletic elites, in alignment with international recommendations for inclusive education (UNESCO, 2014). These findings reinforce your thesis argument that basketball can serve as a platform for developing assertiveness in girls and overcoming gender stereotypes.

However, the under-representation of empathy in our data, at just 4.44%, raises concerns similar to those expressed by Darnell (2011), who criticizes the lack of deep cultural engagement in sport for development programs. This low prioritization of empathy can be attributed to an excessive focus on measurable skills, such as leadership, to the detriment of the emotional dimensions essential to social cohesion (Ministry of National Education, Vocational Training, Higher Education and Scientific Research, 2021). In the Moroccan context, where cultural norms often value emotional restraint, particularly among girls, this gap limits social integration. To remedy this, strategies such as integrating guided reflection activities or empathy-based role-playing, inspired by Darnell's approaches, could be incorporated into PE and basketball programs. For example, team exercises that require girls to express and understand the perspectives of their teammates could reinforce this skill.

The Moroccan legislative framework, notably Framework Law 51-17, reflects the principles of inclusion championed by O'Leary & Khoo (2013) in their analysis of sports laws in South Africa and Malaysia. While these authors focus on anti-discriminatory frameworks, our study assesses the practical impact of these policies on the development of social skills, revealing a need for ongoing evaluation to ensure their effectiveness (Ministry of National Education, Vocational Training, Higher Education and Scientific Research, 2021). This nuance enriches the debate on policy implementation, emphasizing that laws alone are insufficient without rigorous monitoring, an observation relevant to basketball initiatives aimed at promoting gender equity in Morocco.

Despite the methodological robustness, several limitations need to be considered. The restriction to publications in English and French likely excluded relevant studies in Arabic, a language that is dominant in Moroccan educational research. This linguistic limitation may have omitted local cultural perspectives crucial to understanding gender dynamics in PES and sport, particularly basketball. Furthermore, the targeted publication period (2013-2023) overlooked earlier work that may be rich in theoretical or historical value, such as early Moroccan educational reforms. Finally, the exclusive use of academic databases may have missed grey or unindexed sources, such as local NGO reports on women's sport. These constraints suggest the need to broaden the search criteria in future work by including multilingual sources and historical archives better to contextualize girls' empowerment initiatives in Moroccan sports settings.

This review highlights that communication, autonomy, and cooperation are the most emphasized social competencies across the analyzed educational and institutional documents. Physical education—particularly team-based sports—emerges as a key setting for strengthening these skills. In the Moroccan context, socio-cultural constraints, especially those affecting girls’ participation, remain significant barriers. Strengthening policy alignment, updating curricular guidelines, and enhancing teacher training are essential steps for ensuring the sustainable integration of social competencies into educational practice. Overall, fostering these competencies through inclusive and sport-supported approaches can promote holistic student development and contribute to national efforts toward equity and empowerment.

All data supporting the findings of this study are included in the article and its supplementary materials. Additional datasets are available from the corresponding author upon a reasonable request.

This research does not receive external funding.

All authors declare no conflict of interest.