“ Integrating Social Emotional Learning in School Curriculum: Importance, Challenges and Barriers Towards Implementation - A Qualitative Study in Selected Schools in Bangladesh”
Social and emotional learning (SEL) is becoming increasingly recognized as an important component of holistic education, promoting the development of essential competencies that contribute to students' overall well-being and academic success. This qualitative study used an ethnographic approach...
| Κύριος συγγραφέας: | |
|---|---|
| Μορφή: | Thesis |
| Γλώσσα: | Αγγλικά |
| Έκδοση: |
AUW
2024
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| Διαθέσιμο Online: | https://repository.auw.edu.bd/handle/123456789/178 |
| _version_ | 1857448909229522944 |
|---|---|
| author | Sawdah Rubai Bente Hoque |
| author_facet | Sawdah Rubai Bente Hoque |
| author_sort | Sawdah Rubai Bente Hoque |
| collection | institutional Repository |
| description | Social and emotional learning (SEL) is becoming increasingly recognized as an important
component of holistic education, promoting the development of essential competencies that
contribute to students' overall well-being and academic success. This qualitative study used an
ethnographic approach to investigate teachers' and educational leaders' perceptions and
experiences with the importance, barriers, and strategies for incorporating SEL into the school
curriculum in Chattogram, Bangladesh.The study was conducted at two English-speaking
international schools with 24 participants, including teachers and educators. Personalised
questionnaires and focus group discussions were used to collect data, which was then analyzed
using thematic analysis. The study looked at teachers' perceptions of the role of SEL in students'
overall development, the challenges of incorporating SEL into the curriculum, and strategies for
overcoming implementation barriers.
The findings revealed several key themes, including students' perceptions of SEL's
benefits in fostering collaboration, confidence, self-awareness, empathy, and problem-solving
skills. The study also identified challenges, such as limited resource allocation, cultural barriers,
underdeveloped SEL curricula, and gaps in teachers' ability to deliver SEL content effectively.
Parental involvement, cultural adaptation, activity-based learning, comprehensive teacher
training, and modeling desired behaviors were among the strategies employed to address these
challenges.The study adds to our understanding of the complexities involved in implementing
culturally responsive SEL programs in educational settings, particularly in South Asian countries
such as Bangladesh. This study's findings can help to shape and implement effective SEL
initiatives that promote students' holistic development while taking into account the unique
cultural, social, and economic contexts. |
| format | Thesis |
| id | 123456789-178 |
| institution | Asian University for Women |
| language | English |
| publishDate | 2024 |
| publisher | AUW |
| record_format | dspace |
| spelling | 123456789-1782026-02-18T06:11:20Z “ Integrating Social Emotional Learning in School Curriculum: Importance, Challenges and Barriers Towards Implementation - A Qualitative Study in Selected Schools in Bangladesh” Sawdah Rubai Bente Hoque Social and emotional learning (SEL) is becoming increasingly recognized as an important component of holistic education, promoting the development of essential competencies that contribute to students' overall well-being and academic success. This qualitative study used an ethnographic approach to investigate teachers' and educational leaders' perceptions and experiences with the importance, barriers, and strategies for incorporating SEL into the school curriculum in Chattogram, Bangladesh.The study was conducted at two English-speaking international schools with 24 participants, including teachers and educators. Personalised questionnaires and focus group discussions were used to collect data, which was then analyzed using thematic analysis. The study looked at teachers' perceptions of the role of SEL in students' overall development, the challenges of incorporating SEL into the curriculum, and strategies for overcoming implementation barriers. The findings revealed several key themes, including students' perceptions of SEL's benefits in fostering collaboration, confidence, self-awareness, empathy, and problem-solving skills. The study also identified challenges, such as limited resource allocation, cultural barriers, underdeveloped SEL curricula, and gaps in teachers' ability to deliver SEL content effectively. Parental involvement, cultural adaptation, activity-based learning, comprehensive teacher training, and modeling desired behaviors were among the strategies employed to address these challenges.The study adds to our understanding of the complexities involved in implementing culturally responsive SEL programs in educational settings, particularly in South Asian countries such as Bangladesh. This study's findings can help to shape and implement effective SEL initiatives that promote students' holistic development while taking into account the unique cultural, social, and economic contexts. 2024-06-23T12:47:59Z 2024-06-23T12:47:59Z 5/10/2024 Thesis https://repository.auw.edu.bd/handle/123456789/178 en application/pdf AUW |
| spellingShingle | Sawdah Rubai Bente Hoque “ Integrating Social Emotional Learning in School Curriculum: Importance, Challenges and Barriers Towards Implementation - A Qualitative Study in Selected Schools in Bangladesh” |
| title | “ Integrating Social Emotional Learning in School Curriculum: Importance, Challenges and Barriers Towards Implementation - A Qualitative Study in Selected Schools in Bangladesh” |
| title_full | “ Integrating Social Emotional Learning in School Curriculum: Importance, Challenges and Barriers Towards Implementation - A Qualitative Study in Selected Schools in Bangladesh” |
| title_fullStr | “ Integrating Social Emotional Learning in School Curriculum: Importance, Challenges and Barriers Towards Implementation - A Qualitative Study in Selected Schools in Bangladesh” |
| title_full_unstemmed | “ Integrating Social Emotional Learning in School Curriculum: Importance, Challenges and Barriers Towards Implementation - A Qualitative Study in Selected Schools in Bangladesh” |
| title_short | “ Integrating Social Emotional Learning in School Curriculum: Importance, Challenges and Barriers Towards Implementation - A Qualitative Study in Selected Schools in Bangladesh” |
| title_sort | integrating social emotional learning in school curriculum importance challenges and barriers towards implementation a qualitative study in selected schools in bangladesh |
| url | https://repository.auw.edu.bd/handle/123456789/178 |
| work_keys_str_mv | AT sawdahrubaibentehoque integratingsocialemotionallearninginschoolcurriculumimportancechallengesandbarrierstowardsimplementationaqualitativestudyinselectedschoolsinbangladesh |