Abstract:

Social and Emotional Learning (SEL) principles are increasingly recognized as essential components of effective education. SEL focuses on developing students’ emotional intelligence, self-awareness, social skills, responsible decision-making, and relationship management. Incorporating Socio-Emotional Learning (SEL) principles into curriculum design is a progressive approach that signifies a shift towards creating conducive learning environments where students can build resilience, empathy, and a positive mindset. This approach resonates with contemporary research that underscores the pivotal role of emotions in cognitive functions, alongside educational directives emphasizing holistic student growth. By bridging SEL principles with educational approaches, educators can craft environments that not only optimize academic outcomes but also foster learning competencies critical for navigating contemporary challenges and lifelong success. The theoretical framework in this study is based on a mixed-methods research design, combining quantitative analysis of academic outcomes with qualitative assessments of emotional development and well-being of Business students at ISCAE in Morocco. Through surveys, interviews, and academic assessments, the study aims to evaluate the effectiveness of SEL integration in students’ learning approaches. The findings in this study contribute valuable insights to educational practitioners, researchers and policymakers who aim to promote students’ cognitive growth. This study underscores the importance of integrating SEL principles into educational practices to promote a more holistic approach to student development.

Keywords:

Academic achievement, business students, mixed-methods research, Morocco, Social-Emotional Learning (SEL).