Nature and Value of Social and Emotional Learning and Intervention Design Considerations in the Asian Region

• In Event: Nature and Value of Social Emotional Learning as a Foundation for Future Readiness

Abstract

Objectives
This session aims to address the SEL skills commonly found across three East Asian countries, as well as unique themes identified by each country that reflect their cultural contexts. The session will also provide information on exemplary SEL interventions and the elements that contributed to the success of these programs.

Perspectives
Perspectives of this study are aligned with a growing awareness that cautions against the use of theories and frameworks developed in wealthy and capitalistic societies (De Sousa Santos, 2018). While this awareness tends to highlight the contextual differences between the Global South and North, the nature and value of SEL skills in Asia can be distinguishable from these two regions and require attention to its uniqueness.

Modes of inquiry
It is a qualitative study using modified grounded theory in analyzing data and understanding the perceptions of educators on the nature and value of SEL. This mode of inquiry allowed the voice of educators in Asia to shape a narrative for those teaching and learning in the region and inform us on how to prepare youth for the future. An inductive approach was used to compare and organize the commonalities and differences between the three Asian countries.

Data sources
A total of 59 educators from China and Japan participated in the study. It was reported that some Chinese educators had difficulty sharing their thoughts using a survey mode, leading the research team to introduce interviews as a supplement to the collected data set. Due to the COVID pandemic, the survey was not conducted with educators in Korea. Instead, the perspectives of Korean educators were supported by the evidence available in the existing literature.

Results and point of view
Particular attention was given to the themes that are unique to each of the countries, as well as the themes that seemed similar but are defined differently (broader or narrower) due to different cultural, historical, and political contexts. With respect to the individualist and collectivist orientations, the concept of “self” (e.g., self-efficacy, self-management, etc.,) was being reevaluated to consider how our work can be relevant in cultures where it is not appropriate to single out oneself for possessing unique qualities and skills. Given the worldwide pandemic situation, the impact of COVID-19 on educators in using SEL skills for themselves and helping students use such skills will be discussed as well.

Scholarly significance of the study
In addition to increasing the awareness of how SEL is perceived in the region, the presentation will provide exemplary SEL interventions in developing future-readiness skills in Asia. Given our focus on East Asia, it is critical to detail the backgrounds of each intervention, such as the participant size, geographical location, and income status. This contextual information contributes to understanding the design and implementation of the interventions and identifying critical elements that need to be considered in adopting them.

Author

• Chong Myung Park, Boston University
  Presenting Author