Socio-Emotional Learning and Competencies in 21st-Century Education: A Systematic Review of Teacher and Student Perspectives
Saved in:
| Title: | Socio-Emotional Learning and Competencies in 21st-Century Education: A Systematic Review of Teacher and Student Perspectives |
|---|---|
| Language: | English |
| Authors: | Sunit Biswaprakash Nanda (ORCID |
| Source: | Discover Education. 2025 4. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Social Emotional Learning, Interpersonal Competence, Empathy, Decision Making, Social Development, Emotional Development, Educational Research, Research Methodology, Publications, Geographic Location, Institutions, Foreign Countries, Research Design |
| Geographic Terms: | North America, Haiti, Asia, Middle East, Europe, Australia, South America, Ethiopia |
| DOI: | 10.1007/s44217-025-00796-w |
| ISSN: | 2731-5525 |
| Abstract: | Socio-Emotional Learning (SEL) and Socio-Emotional Competence (SEC) are becoming increasingly essential for holistic education, helping learners to develop empathy, self-awareness, and the skill of responsible decision-making. As their relevance continues to grow globally, there is an urgent need to understand how these dimensions are being studied. This study aims to critically examine the research trends in SEL and SEC by analysing 46 peer-reviewed studies published between 2000 and 2025. A systematic literature review was conducted using the PRISMA approach to identify relevant studies following a careful inclusion and exclusion process. The selected studies were studied thoroughly by analysing the frequency and thematic patterns on a matrix of dimensions to understand the research type, publication source, publication year, geographical distribution, institutional collaborations, data collection and analysis approach, target population, and the socio-emotional domains studied. The review revealed a dominance of empirical studies, largely from Q1 journals, with research concentrated in North America. A diverse range of qualitative, quantitative, and mixed methods was used, highlighting both regional disparities and methodological variety in the global SEL and SEC research landscape. The studies concluded that SEL enhances learning outcomes, increases participation, and refines the personal well-being of students when teachers use their SECs effectively. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1482630 |
| Database: | ERIC |
| Abstract: | Socio-Emotional Learning (SEL) and Socio-Emotional Competence (SEC) are becoming increasingly essential for holistic education, helping learners to develop empathy, self-awareness, and the skill of responsible decision-making. As their relevance continues to grow globally, there is an urgent need to understand how these dimensions are being studied. This study aims to critically examine the research trends in SEL and SEC by analysing 46 peer-reviewed studies published between 2000 and 2025. A systematic literature review was conducted using the PRISMA approach to identify relevant studies following a careful inclusion and exclusion process. The selected studies were studied thoroughly by analysing the frequency and thematic patterns on a matrix of dimensions to understand the research type, publication source, publication year, geographical distribution, institutional collaborations, data collection and analysis approach, target population, and the socio-emotional domains studied. The review revealed a dominance of empirical studies, largely from Q1 journals, with research concentrated in North America. A diverse range of qualitative, quantitative, and mixed methods was used, highlighting both regional disparities and methodological variety in the global SEL and SEC research landscape. The studies concluded that SEL enhances learning outcomes, increases participation, and refines the personal well-being of students when teachers use their SECs effectively. |
|---|---|
| ISSN: | 2731-5525 |
| DOI: | 10.1007/s44217-025-00796-w |
