We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Exploring the Challenges of Social-Emotional Learning Integration in Secondary Schools: A Phenomenological Research in Vietnam.
- Authors
Huynh, Van-Son; Giang, Thien-Vu; Nguyen, Thi-Tu; Dinh, Duc-Hoi
- Abstract
Introduction: With the advantage of the restructured education in Vietnam, the social-emotional learning (SEL) framework has been gradually piloting applied into the educational curriculum. However, the SEL integration is only effective in primary school. Methods: This study applied qualitative phenomenological research, which used in-depth interviews with students and core teachers who have experienced SEL from previous studies to explore and explain the SEL integration is not successful at the secondary level. Findings: Four findings showed the current challenges of SEL's integration in Vietnamese educational curriculum: 1) the incompatibility between the current curriculum and the teachers' pedagogical capacity; 2) the perceived difficulties in integrating SEL into educational activities; 3) the limited focus on understanding the students' psychology; and 4) students cannot develop their social-emotional competence. Discussion: When the challenges can be solved, corresponding to the solutions discussed, can the SEL framework be properly integrated into Vietnamese education, as well as designing an integrated continuous SEL-orientated curriculum across school levels, meeting the requirements of the new educational curriculum.
- Publication
Psychology Research & Behavior Management, 2021, Vol 14, p621
- ISSN
1179-1578
- Publication type
Article
- DOI
10.2147/PRBM.S300748