A New Frontier: Palestinian English Teachers’ Experiences and Needs for Social-Emotional Learning Integration in EFL Classrooms
A New Frontier: Palestinian English Teachers’ Experiences and Needs for Social-Emotional Learning Integration in EFL Classrooms

Summary/Abstract: This qualitative case study explores the integration of social-emotional learningin Palestinian English as a foreign language classrooms. Ten Palestinian EFL teacherswere interviewed, revealing a universal recognition of SEL’s importance but limitedimplementation due to challenges such as inadequate knowledge, curriculum demands,and lack of professional development. The study identifies a critical need for explicit SELintegration in curricula and teacher education. Findings highlight teachers’ eagerness toincorporate SEL, contingent on support and resources. We end by discussing the necessityfor comprehensive SEL initiatives in Palestinian education, considering socio-politicalcontexts and the pivotal role of teacher preparedness and resource availability.

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