Social emotional learning in pre-service early childhood teachers: the key role of academic achievement, ICT competence and socioeconomic status

This study investigated the influence of academic achievement, information and communication technology (ICT) competence, and family socioeconomic status on the SEL competencies of pre-service early childhood teachers. A quantitative cross-sectional survey design was adopted, involving 933 students from 21 universities across Indonesia. Data were collected through a questionnaire measuring five SEL dimensions: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The analysis revealed that academic achievement significantly contributed to all SEL dimensions. ICT competence was also positively associated with SEL competencies. Furthermore, parental education and income were found to influence specific SEL aspects, particularly social awareness and relationship skills. These findings underscore the importance of integrating SEL competencies and ICT mastery into early childhood teacher education curricula to prepare adaptive, reflective, and empathetic educators. The results imply that higher education institutions need to develop responsive curricula that consider the individual and socioeconomic backgrounds of future early childhood teachers, with targeted support programs for students from disadvantaged backgrounds to ensure equitable SEL development. The current study’s results imply that higher education institutions need to develop responsive curricula that consider the individual and socioeconomic backgrounds of future early childhood teachers.