The article deals with the problem of formation of social intelligence of high school students through the met educational process with the use of active forms and methods of teaching. The authors substantiate the relevance of the study of students’ social intelligence development within the framework of their learning
activities as one of the key socio-psychological components of personality formation at school age. Methodology and Methods. The stages of the experiment to study the level of students’ anxiety (social adaptation) as one of the components of social intelligence in the process of teaching adolescents are described. A total of 200 high school students participated in the study. During the experiment, quantitative research methods were used. The establishing and control stages of the experiment are based on the method of determining the social anxiety of students James G. Phillips. The formative stage of the experiment is based on the complex integrative developmental program, implemented in the natural conditions of the school environment. Results. During the
study, it was found that the integration of subject knowledge and active teaching methods presented in the complex integrative developmental program, has a positive effect on the reduction of social anxiety among students, which contributes to the development of social intelligence of students. Scientific novelty. It has been experimentally proven that the integration of subject knowledge and active teaching methods within a comprehensive program contributes to reducing social anxiety and developing social intelligence in students. Practical significance. The distinctive feature of the complex integrative developmental program is the integration of subject knowledge and active forms and methods of teaching. The developed program can be implemented in school practice to develop social intelligence in students