Sep 2026· International journal for development of science and technology· 0 citations
Abstract
This study explores the integration of Social and Emotional Learning (SEL) in an inclusive higher education setting,focusing on undergraduate students with Special learning Needs (SEN) enrolled in a Critical and Creative Thinking(CRITHNK) course. Grounded in the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework, thestudy examines how SEL competencies are experienced and applied by neurodiverse learners. Using a qualitativephenomenological design, data were collected through semi-structured interviews and analyzed using reflexive thematicanalysis. Findings revealed that integrating SEL within course activities supported students in managing emotions,improving communication, and engaging actively in collaborative tasks. Students reported increased self-awareness,confidence, and participation in leadership roles. However, challenges related to communication, social interaction, andemotional regulation persisted during unstructured tasks. Flexible accommodations, structured activities, and supportiveteaching strategies were critical in enabling effective SEL application. Overall, findings suggest SEL is most impactful whenintentionally embedded within discipline-based course design and supported by responsive, inclusive pedagogy.
Contemporary education increasingly emphasises the development of Social and Emotional Learning (SEL) competencies alongside academic achievement, recognising their importance for students’ well-being, interpersonal relationships, and lifelong success. Project-Based Learning (PBL) is frequently presented as a pedagogic...
Rosa Sánchez-García, Iván Quintero-Rodríguez, Esther Menor Campos· Education sciences· 0 citations
This study explores the lived learning experiences of students exhibiting neurodivergence in mainstream education, focusing on whether inclusion fosters genuine belonging or results in isolation. Utilizing a qualitative phenomenological research design, the study was conducted at Don Jose Integrated High School with f...
K. A. Satsatin· The International Review of...· 0 citations
Developing creative competencies has become a major priority in primary education, yet existing studies have primarily examined the effectiveness of Social-Emotional Learning (SEL) and Problem-Based Learning (PBL) independently, offering limited explanation of the mechanisms through which these approaches jointly fos...
Fajar Budiyono, Ali Mustadi, F. Firdaus et al.· F1000Research· 0 citations
This study examined teachers’ experiences of implementing Morning Meetings to support students with special needs and disabilities in inclusive classrooms in the United States. A qualitative phenomenological design was employed with 10 educators, comprising five general education teachers and five special education tea...
Vira Lex Rom· International Journal of Int...· 0 citations
This session presents a collaborative critical inquiry study conducted across four primary schools in Singapore, examining the impact of inquiry-based learning (IBL) on high-ability learners and foregrounding teacher learning within a networked learning community. Within this network, theory and practice were intention...
Evelyn Yeo, Grace Phang Xiu Zhen, Chue Kah Loong et al.· PUPIL International Journal...· 0 citations
This phenomenological study explored the social and emotional challenges of eight (8) purposively selected intermediate learners at Tomas Morato Elementary School for the academic year 2024-2025. Using semi-structured interviews and thematic analysis, the research captured the lived experiences of students navigating d...
Eunis Ann Campijiyos, Donato Dacanay· Psychology and Education: A...· 0 citations
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