Exploring Active Learning Models to Enhance Social-Emotional Learning Among Freshmen
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Social Emotional Learning (SEL) originates from the study of emotional intelligence and was first introduced at a conference held by the Fetzer Institute in 1994 by psychologists and educators. This field aims to help individuals effectively manage emotions, establish positive interpersonal relationships, and make responsible decisions through education. SEL not only involves academic knowledge but also emphasizes the cultivation of emotional intelligence and interpersonal skills, significantly impacting students' comprehensive development.
This study utilized methods such as literature review and semi-structured interviews to investigate the social emotional learning capabilities of college students in China. The purpose of the research is to explore and develop an active learning model to enhance college students' social emotional skills in five aspects: self-awareness, social awareness, self-management, relationship skills, and responsible decision-making. Experimental research conducted with 304 students from Guangdong Baiyun University showed that the active learning model significantly improved the students' social emotional learning capabilities, with notable progress in dimensions such as self-awareness and social awareness, validating the effectiveness of the active learning model in enhancing social emotional learning.
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