The article examines the pedagogical foundations for developing social skills in students within modern educational environments. The study is based on theoretical analysis of psychological and pedagogical research addressing social interaction, cooperative learning, social-emotional learning, and classroom communication. It argues that social competence should be considered a core educational outcome rather than a secondary aspect of schooling. The research highlights the role of teacher behavior, classroom climate, collaborative tasks, and formative assessment in shaping students’ communication, empathy, responsibility, and conflict resolution abilities. Particular attention is given to student-centered learning approaches, including dialogic teaching, project-based learning, and cooperative activities, which create authentic situations for interpersonal interaction. The findings indicate that consistent integration of structured interaction into everyday instruction significantly improves both academic engagement and behavioral outcomes. The study concludes that effective social skill development requires systematic pedagogical planning, inclusive learning environments, and teachers’ interpersonal competence. Implementing these conditions prepares learners for successful participation in academic, professional, and social life.