Integrating Social-Emotional Intelligence in Alpha Generation Social Studies Learning

Abstract

This article examines the significance of developing social and emotional intelligence within a pedagogical framework for social studies education targeting Generation Alpha learners through employing systematic analysis and synthesis of relevant research literature. The findings reveal that social and emotional intelligence, as conceptualized within the CASEL framework, constitutes a critical component for learner development in the 21st-century educational paradigm. Social studies education serves as an optimal curricular domain for integrating social and emotional intelligence due to the inherent nature of its content, which encompasses citizenship education and societal problem-solving competencies. The authors propose the “Emotion-Social-Context” pedagogical technique, comprising 6 sequential phases: 1) event presentation, 2) emotional analysis, 3) role-playing simulation, 4) social contextual analysis, 5) reflective connection to contemporary issues, and 6) comprehensive assessment. This methodological approach addresses the distinctive learning characteristics of Generation Alpha learners who have developed within digitally-mediated environments. Despite substantial empirical evidence supporting this pedagogical approach's efficacy, the Thai educational system continues to encounter significant implementation challenges. Therefore, systematic teacher professional development and comprehensive assessment system reform remain imperative to ensure the authentic actualization of social and emotional intelligence development initiatives.