Spirituality on Social-Emotional Learning and Resilience among College Students: A Tripartite Model

This study investigates the influence of spirituality on socio-emotional learning and resilience among college students at the Nueva Ecija University of Science and Technology (NEUST)-Gabaldon Campus. Anchored in Spirituality Theory, SEL Theory, and Resilience Theory, the research explores how spiritual beliefs contribute to emotional competence and adaptive capacity in educational settings. Utilizing a quantitative descriptive-correlational and exploratory design, the study surveyed 308 students from five academic programs: Teacher Education Program (BEED/BSED), Bachelor of Science in Hospitality Management (BSHM), Bachelor of Science in Agriculture (BSA), and Bachelor of Science in Information Technology (BSIT). Findings reveal that higher levels of spirituality are significantly associated with improved SEL and greater resilience. Moreover, socio-emotional learning serves as a partial mediator between spirituality and resilience, emphasizing the interconnectedness of these constructs. The study also examines demographic factors such as age, sex, program, and year level as potential moderators. Results underscore the need for holistic educational approaches that integrate spiritual development to promote emotional well-being and resilience in students. The insights gained may inform future educational policies and practices to foster more supportive and spiritually inclusive academic environments.