Social-emotional learning competence: conceptual connotation, theoretical framework, and research implications

Social-emotional is one of the key abilities for individuals to achieve comprehensive development in the 21st century, playing a crucial role in students' academic performance, physical and mental health, and future development. This study clarifies the conceptual connotation and theoretical framework of social-emotional learning (SEL) from a global perspective, while reviewing relevant research progress. It aims to address practical issues such as the weak connection between SEL cultivation and actual teaching practice, and the ineffective development of competence. Ultimately, two research implications are proposed: strengthening cultivation awareness to construct an efficient and systematic SEL program system, and enhancing teacher development to promote the integration of SEL with subject teaching.