- 澳大利亚，个人与社会能力
- Self-management: goal setting; Social management: decision-making2026 年 10 月 10 日经 AI 审阅，对照 Australian Curriculum Version 9.0 的 General capabilities: Personal and Social capability 及其要素和子要素核对，尚未经人类顾问核对。
- 巴西，BNCC
- Self-knowledge and self-care (GC 8) — caring for physical and emotional health; Digital culture (GC 5) — reflective use of technology尚未与原始文件核对。
- 加拿大，BC 核心素养
- Personal Awareness and Responsibility — self-regulating; well-being (maintaining a healthy lifestyle)尚未与原始文件核对。
- 加拿大，安大略省健康与体育
- Personal skills — time-management for greater control over their lives (1.2); Critical and creative thinking — planning (1.5) · Gr 7–8: A1.2尚未与原始文件核对。
- 智利，Orientación（辅导课）
- Wellbeing and self-care — appropriate rest, safer use of social networks (OA 4, 7°–8°); positive use of leisure (OA 4, 1°–2° medio)尚未与原始文件核对。
- 英格兰，PSHE
- Health and Wellbeing: balance with online activities, and sleep (KS3 H13, H15, KS4 H12)2026 年 10 月 10 日经 AI 审阅，对照 PSHE Association 的 Programme of Study for PSHE education, Key stages 1 to 5（2020 年版措辞，读自一所学校托管的副本，2023/24）核对，尚未经人类顾问核对。
- 英格兰，RSHE
- Wellbeing online: the benefits of limiting time online (statement 1)2026 年 10 月 10 日经 AI 审阅，对照 DfE 自 2026 年 9 月 1 日起施行的 Relationships education, relationships and sex education (RSE) and health education 指南核对，尚未经人类顾问核对。
- 芬兰，跨学科通用能力
- L3 Taking care of oneself and managing daily life — sleep, rest, a balanced daily rhythm, personal boundaries; L5 ICT competence尚未与原始文件核对。
- 加纳，核心素养
- Personal Development and Leadership — self-regulation and health; Digital Literacy — responsible use of digital media尚未与原始文件核对。
- 香港，价值观教育
- Health education (健康生活教育) — varied leisure, not hooked on going online; self-discipline (自律節制, S1–S3)尚未与原始文件核对。
- 印度，NEP
- Mental health (NEP 4.28); Holistic development of learners2026 年 10 月 10 日经 AI 审阅，对照 National Education Policy 2020 的最终英文文本（2020 年 7 月，PIB 托管的副本）核对，尚未经人类顾问核对。
- 印度尼西亚，毕业生画像
- Health (kesehatan) — healthy living habits (pola hidup sehat); Independence (kemandirian) — responsibility尚未与原始文件核对。
- 爱尔兰，初中阶段身心安康课程
- Responsible — taking action to protect and promote my wellbeing and that of others尚未与原始文件核对。
- 日本，学习指导要领
- Moral education A — moderation and temperance: desirable lifestyle habits (節度，節制); Special activities — healthy living habits尚未与原始文件核对。
- 肯尼亚，素养本位课程
- Digital Literacy — safe, responsible use of devices; Learning to Learn — effective management of time尚未与原始文件核对。
- 墨西哥，Nueva Escuela Mexicana（新墨西哥学校）
- Axis: Healthy living — daily habits that care for health, such as sleep尚未与原始文件核对。
- 新西兰，健康与体育
- Personal health and physical development — self-management skills; Hauora: taha tinana (e.g. sleep) and taha hinengaro尚未与原始文件核对。
- 苏格兰，健康与身心安康
- Mental and emotional wellbeing: my feelings and reactions can change depending on what is happening within and around me (HWB 3-04a); Physical wellbeing: assessing and managing risk to protect myself and others (HWB 3-16a)2026 年 10 月 10 日经 AI 审阅，对照 Education Scotland 的 Curriculum for Excellence, Health and wellbeing: experiences and outcomes 核对，尚未经人类顾问核对。
- 新加坡，CCE
- SEC: self-management; CCE Curriculum Content Area: Cyber Wellness2026 年 10 月 10 日经 AI 审阅，对照 MOE 2021 年的 Character and Citizenship Education (CCE) Syllabus, Secondary 核对，尚未经人类顾问核对。
- 南非，生活指导
- Development of the self in society — lifestyle plan and cyber wellness (Gr 12); Study skills — time management (Gr 10)尚未与原始文件核对。
- 美国，CASEL
- self-awareness; self-management; responsible decision-making2026 年 10 月 10 日经 AI 审阅，对照 casel.org 上发布的 CASEL Framework (2020) 核对，尚未经人类顾问核对。
- 欧盟，LifeComp
- P1 Self-regulation — regulating behaviour (P1.2); P3 Wellbeing — a lifestyle that respects physical and mental wellbeing (P3.3)尚未与原始文件核对。
- 中东和北非，联合国儿童基金会生活技能
- Self-management — regulating attention and impulses; Decision-making — designing a realistic limit尚未与原始文件核对。
- IB，ATL
- Self-management: affective skills (mindfulness awareness); Self-management: organisation skills (using technology effectively)2026 年 10 月 10 日经 AI 审阅，对照 IB 的 MYP: From principles into practice 中的 Approaches to learning（自 2014 年 9 月/2015 年 1 月起使用，一所学校托管的副本）核对，尚未经人类顾问核对。
- OECD 学习罗盘
- Transformative competencies: taking responsibility; Core foundations: health foundations; Student agency2026 年 10 月 10 日经 AI 审阅，对照 OECD Learning Compass 2030 的概念说明 Skills for 2030 和 Core Foundations for 2030（2019）核对，尚未经人类顾问核对。
- 联合国教科文组织 SEL
- Mindfulness (attention regulation)2026 年 10 月 10 日经 AI 审阅，对照 MGIEP 列出四项能力的网页核对，各项能力的定义取自 Rethinking Learning (MGIEP, 2020) 的摘要，因为该书原文当时无法打开；尚未经人类顾问核对。
- 世界卫生组织生活技能
- Decision making — choosing a realistic limit; Coping with stress — changing one's environment or lifestyle尚未与原始文件核对。
- 内在发展目标
- Being: Presence; Being: Inner Compass2026 年 10 月 10 日经 AI 审阅，对照 Inner Development Guide 中分属 5 个维度的 25 项技能（idg.guide，2025）核对，尚未经人类顾问核对。
- 倡导者课程，能力
- Regulate under stress2026 年 10 月 10 日经 AI 审阅，对照十次倡导者课程的三种能力（以 /advocates/ 上各次课程的命名为准）核对，尚未经人类顾问核对。
