Exploring SFL Lecturers' Awareness of Social-Emotional Learning (SEL) in teaching practice at Can Tho University

Abstract

"Social and Emotional Learning (SEL) has gained increasing attention as an essential component of holistic education, particularly in response to learners’ academic engagement, well-being, and long-term personal development. While SEL has been widely discussed in primary and secondary education, its role in Vietnamese higher education remains relatively underexplored. This study investigates lecturers’ awareness of SEL, their willingness to integrate it into teaching, and their current classroom practices at the School of Foreign Languages, Can Tho University. Employing a qualitative research approach, the study collected data through semi-structured interviews with six lecturers from different teaching backgrounds. The interview data were analyzed using thematic analysis to identify recurring patterns in lecturers’ perceptions and experiences. The findings indicate that although lecturers generally recognized the importance of social and emotional competencies in supporting students’ learning and well-being, their understanding of SEL was varied and largely experience-based rather than systematically structured. Most lecturers expressed positive attitudes toward integrating SEL into university teaching; however, SEL was mainly applied implicitly through everyday teaching activities such as classroom interaction, group work, feedback practices, and emotional support, rather than through formal instructional frameworks. Several challenges were identified, including time constraints, curriculum pressure, lack of formal training, and the inherent difficulty of addressing internal competencies such as self-awareness. The study highlights the need for clearer pedagogical guidance and professional support to promote more intentional and sustainable integration of SEL in university teaching."