Integrating socio-emotional learning and human dignity (Karamah Insaniah) in Malay language education: a Systematic Literature Review

Abstract

This systematic literature review examines the integration of socioemotional learning and character education within language education contexts, with particular reference to Malay Language instruction. Grounded in the broader aim of holistic education, the review synthesises recent scholarly works to identify key pedagogical approaches, implementation challenges, and assessment issues related to the cultivation of emotional, moral, and social competencies. Guided by a systematic review protocol following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, selected studies published between 2018 and 2024 were analysed thematically to identify recurring patterns across curriculum design, instructional practices, and teacher-related factors. The findings indicate that language education, especially through literary engagement and communicative activities, provides a meaningful platform for fostering socioemotional awareness and character development. However, the review also highlights persistent challenges, including examination-oriented instructional practices, limited teacher preparedness, and the absence of robust assessment frameworks for affective learning outcomes. These findings suggest that effective integration of socioemotional learning and character education requires coherent pedagogical alignment, sustained teacher professional development, and context-sensitive assessment practices. Although the review draws primarily on studies within a specific national context, the insights generated may inform language education practices in other multilingual and multicultural educational settings.