Social Emotional Learning Among School Students Using Technology- An Exploratory Study

Abstract

Children need more than traditional academic learning to thrive in the 21st century. Proficiency in non-academic skills enables children to adapt to the intricate requirements of social-emotional development and personal growth. Technology-based learning is more enjoyable, makes learning more effective, and creates opportunities to facilitate social and emotional advancements in children along with academic learning and achievement. Therefore, this research aimed to explore the social and emotional competencies of the students who participated in a Social Emotional Learning (SEL) training programme and whether technology-based SEL benefitted the students. A qualitative study approach was adopted for this purpose. The participants for the study involved secondary school students aged 13–15. One hundred students were randomly selected from the list of participants who completed the SEL training programme. A semi-structured interview was used to gather the SEL experiences of students, wherein the thematic analysis revealed that SEL programmes enhanced the social and emotional aptitudes, enabling children to confront obstacles and challenges in everyday life and to practice the skills acquired in real-life situations. The study results indicated that technology-enhanced SEL sessions effectively captured students’ attention, reduced boredom, increased motivation and made learning more engaging and impactful. The study findings support the integration of SEL in classroom settings and advocate the use of technology to create more engaging and productive sessions, convey the intendent messages effectively, and enhance students’ capacities to model the acquired skills in their daily lives.