Developing a Model to Enhance Social-Emotional Learning (SEL) processes for The Adjustment of High School Students in the era of Artificial Intelligence Technology. To support The Learning Society Chiang Rai Province
DOI:
https://doi.org/10.64186/jsp2499Keywords:
Social and emotional learning, Adaptation, Artificial Intelligence TechnologyAbstract
This research aims to 1) study the process of Social and Emotional Learning (SEL) and adaptation in the Artificial Intelligence (AI) era of high school students in Chiang Rai Province, in preparation for a learning society, and 2) develop a model for enhancing SEL processes for the adaptation of high school students in the AI era, to support a learning society in Chiang Rai Province. This quantitative research study utilizes the concepts of social and emotional learning and individual adaptation as a research framework. The sample consists of 400 high school students from schools in Mueang District, Chiang Rai, selected using the Taro Yamane formula. Additionally, 60 students who participated in activities to enhance the social and emotional learning (SEL) process and adaptation in the AI era, with low to moderate scores, were selected. The research tools include three instruments: 1) A social and emotional learning (SEL) measurement scale, 2) An adaptation measurement scale for the AI era, and 3) A model for enhancing social and emotional learning (SEL). Data analysis was conducted using means, standard deviations, and content analysis. The findings of the study revealed that
- The students' social and emotional learning (SEL) processes and adaptation in the AI
era were at a moderate level.
- The developed activities to enhance social and emotional learning (SEL) and adaptation
consist of five activities
- Self-awareness activity: “Reflecting on the Heart, Understanding the Self”
- Self-management activity: “Setting Goals, Moving Forward with Confidence”
- Social awareness activity: “Understanding Myself and the Society Around Me”
- Relationship skills activity: “Listening and Connecting with Understanding”
- Responsible decision-making activity: “Think Before Acting, Be Responsible for
theOutcome” Each activity lasts 2 hours. After participating in these activities, students showed an increase in their social and emotional learning (SEL) and adaptation to the AI era.
The knowledge gained from this research is that enhancing social and emotional learning (SEL) processes is crucial for students' adaptation in the AI era. The proposed activity model can be applied in schools to develop life skills and learning in a learning society. It also provides valuable information for teachers, school administrators, and educational organizations to plan for the appropriate development of learners.
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