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This study aims to explore the potential benefits of integrating Artificial Intelligence (AI) with Social Emotional Learning (SEL) in educational settings.

A systematic review of emerging AI technologies such as virtual reality, chatbots, sentiment analysis tools, gamification and wearable devices is conducted to assess their applicability in enhancing SEL.

AI technologies present opportunities for personalized support, increased engagement, empathy development and promotion of well-being within SEL frameworks.

Future research should focus on addressing ethical concerns, fostering interdisciplinary collaborations, conducting longitudinal studies, promoting cultural sensitivity and developing robust ecosystems for AI in SEL.

This study contributes by outlining pathways for leveraging AI to create inclusive and supportive learning environments that nurture students' socio-emotional competencies, preparing them for success in a globally connected world.

Chat Generative Pre-trained Transformer (ChatGPT) has become everyone’s talk. It frightens many professionals, who worry about losing their jobs. ChatGPT may reconstruct some professions; some occupations may vanish while new ones may appear.

This mixed-methods study explores whether and how the use of ChatGPT impacts English is taught as a foreign language (EFL) students' social and emotional learning (SEL). The study used a questionnaire and collected perception data from 57 EFL students. A discussion with seven EFL professors was also formulated to triangulate the findings.

Results indicate that EFL students have high positive perceptions of using ChatGPT in their learning (M = 3.87). Results also showed that using ChatGPT has a moderate impact on EFL students' SEL (R = 514). This moderate effect was confirmed by the qualitative findings, which indicated that ChatGPT positively impacts EFL students' SEL by allowing them to practice conversation skills, aiding them in managing their emotional intelligence, providing them with feedback and reducing their anxiety. However, findings also indicated that ChatGPT reduces students' creativity and limits their emotional growth. Finally, the findings reported that for better use of ChatGPT, supervision is key.

This study recommends the use of ChatGPT in a way that helps students' creativity and emotional growth.

This exploratory study innovates the pedagogy of undergraduate business research courses by integrating Generative Artificial Intelligence (GAI) tools, guided by human-centered artificial intelligence, social-emotional learning, and authenticity principles.

An insider case study approach was employed to examine an undergraduate business research course where 72 students utilized GAI for coursework. Thematic analysis was applied to their meta-reflective journals.

Students leverage GAI tools as brainstorming partners, co-writers, and co-readers, enhancing research efficiency and comprehension. They exhibit authenticity and human-centered AI principles in their GAI engagement. GAI integration imparts relevant AI skills to students.

Future research could explore how teams collectively interact with GAI tools.

Incorporating meta-reflections can promote responsible GAI usage and develop students' self-awareness, critical thinking, and ethical engagement.

Open discussions about social perceptions and emotional responses surrounding GAI use are necessary. Educators can foster a learning environment that nurtures students' holistic development, preparing them for technological challenges while preserving human learning and growth.

This study fills a gap in exploring the delivery and outcomes of AI-integrated undergraduate education, prioritizing student perspectives over the prevalent focus on educators' viewpoints. Additionally, it examines the teaching and application of AI for undergraduate research, diverging from current studies that primarily focus on research applications for academics.

The aim of this study was to measure the level of challenges faced by novice teachers in South Africa. Findings suggest a need for professional development courses to upskill teachers with effective pedagogies that can incorporate the social and emotional components into teaching and learning.

This study applied a descriptive research methodology by administering a questionnaire to 143 novice teachers. The data analysis technique was the Rasch model.

The findings indicated high item and person reliability, with a good item fit and polarity values that are compatible with the Rasch model. The three major challenges identified are uninvolved parents, discipline problems and a lack of guidance and counselling. These challenges can be related to social and emotional learning (SEL) components.

The study used quantitative methods and discovered the challenges that novice teachers face. If the research uses a combination of qualitative methods, it will be possible to better identify the specific causes of the above three challenges of novice teachers.

Due to the complex nature of South African society, many novice teachers are overwhelmed by the challenges they face when entering the profession. These challenges are often embedded in societal risk factors, which complicate the transition from student teacher to novice teacher. The major challenges identified in this study can be related to SEL components, as the challenges are closely linked to the psychological and social backgrounds of the students. Teachers in this study indicated that they found it difficult to deal with these challenges at the beginning of their careers.

By identifying the challenges facing new teachers in South Africa, they will be better prepared for their work in schools. Therefore, they will improve the above situation to continue developing professionally.

The findings indicated high item and person reliability, with a good item fit and polarity values that are compatible with the Rasch model. Teachers in this study indicated that they found it difficult to deal with these challenges in the beginning of their careers. Professional development courses are suggested to help teachers deal with issues such as discipline, uninvolved parents and guidance and counselling effectively. Higher education programmes should also include these topics in their curricula for student teachers. A greater emphasis on training teachers in their pastoral roles is suggested.

This research addresses a need in early childhood education for evidence-based teaching strategies that build emotional self-regulation skills in young children. The intervention assessed in this study focused on increasing the emotion vocabulary of preschool-aged students.

This mixed-methods, quasi-experimental study evaluated the impact a dialogic reading approach combined with direct instruction of emotion words during a shared book-reading activity had on students' emotion vocabulary knowledge. The study was conducted in a licensed daycare center in a suburb of Chicago, Illinois, with ten four- and five-year-old students. Pre- and post-session surveys assessed the intervention's impact on the students' receptive and expressive vocabulary knowledge, and observation notes captured the students' responses to the intervention activities.

The results showed significant increases with small to medium effect sizes between the students’ pre- and post-session survey scores for both receptive and expressive emotion vocabulary knowledge, a strong positive correlation between the level of student engagement during the intervention and their emotion vocabulary assessment scores, and the impact other variables had on the intervention’s effectiveness.

This research provides information on a culturally adaptable and quickly learned teaching strategy that could be used to build emotional self-regulation skills in the early childhood classroom.

This research uniquely applies this intervention as a universal strategy with preschool-aged children.