Authors:
Sagar O. Manjare

Addresses:
Department of Management, Mahatma Gandhi University, Byrnihat, Meghalaya, India.

Abstract:

Social-Emotional Learning (SEL) has emerged as a transformative force in higher education, equipping students with essential life skills beyond academics. This study critically examines the role of SEL in fostering emotional intelligence, resilience, and overall student success. Using a mixed-methods approach with a sequential explanatory design, data were collected from 365 respondents through surveys, interviews, and focus groups. Quantitative findings reveal a significant correlation between SEL competencies and academic performance, well-being, and employability. Thematic analysis of qualitative data highlights the role of SEL in mental health, adaptability, and leadership skills. A comparative analysis between Indian and global SEL practices highlights implementation challenges, including curricular integration, institutional support, and faculty training. Additionally, the study examines the contribution of SEL to sustainability, safety, health, and environmental awareness in higher education. The findings advocate for policy reforms, structured SEL curricula, and faculty training to ensure effective SEL integration in universities. Future research should investigate the longitudinal effects and cross-cultural effectiveness of SEL interventions.

Keywords: Social-Emotional Learning (SEL); Higher Education; Emotional Intelligence; Student Success and Well-being; Sustainability in Education; Curriculum Development; Policy Implementation.

Received on: 18/04/2024, Revised on: 10/06/2024, Accepted on: 20/07/2024, Published on: 09/12/2024

DOI: 10.69888/FTSHS.2024.000348

FMDB Transactions on Sustainable Humanities and Society, 2024 Vol. 1 No. 4, Pages: 188-199

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