Understanding the Role of STEM in Promoting Social and Emo-tional Learning: A Study of Teacher Awareness in Jordan

Ali Bawaneh; Abdulghani  Al-Hattami; Yazan  M. Alghazo; Subreen  M. Al-Salman; Bushra  S. Abusini

doi:10.48161/qaj.v6n1a2296

Authors

Ali Khaled Bawaneh Department of Math, Science and ICT, Bahrain Teachers College, University of Bahrain, Zallaq, Bahrain https://orcid.org/0000-0002-0507-1743
Abdulghani Al-Hattami Department of Education Studies, Muhammed Jaber Al-Ansari College for Teachers, University of Bahrain, Sakhir, P.O. Box 32038, Kingdom of Bahrain; https://orcid.org/0000-0003-1705-2117
Yazan M. Alghazo Math, Science and ICT Education, Muhammed Jaber Al-Ansari College for Teachers, University of Bahrain, Sakhir, P.O. Box 32038, Kingdom of Bahrain; https://orcid.org/0000-0003-0574-3412
Subreen M. Al-Salman Math, Science and ICT Education, Muhammed Jaber Al-Ansari College for Teachers, University of Bahrain, Sakhir, P.O. Box 32038, Kingdom of Bahrain; https://orcid.org/0009-0004-3610-5901
Bushra S. Abusini College of Education, Humanities and Social Sciences, Al Ain University, Abu Dhabi, P.O. Box 112612, UAE. https://orcid.org/0000-0002-5683-9038

DOI:

https://doi.org/10.48161/qaj.v6n1a2296

Keywords:

STEM, social and emotional learning (SEL), teacher perceived awareness, integrated pedagogy, Jordan.

Abstract

This study assessed Jordanian public-school teachers perceived awareness of how integrated STEM pedagogy can support students’ social and emotional learning (SEL) competencies and examined whether this awareness differs by teacher characteristics (gender, specialization, teaching experience, grade level taught, and school location). A researcher-developed 24-item questionnaire aligned to the five CASEL competencies was administered online using a non-probability snowball approach (N = 114 valid responses). Internal consistency was acceptable (Cronbach’s alpha = 0.863). Descriptive statistics indicated uniformly high perceived awareness across items (overall M = 4.96/6), suggesting strong perceived alignment between STEM practices (for example, inquiry, design thinking, collaboration, and reflection) and SEL principles. One-way ANOVA indicated no statistically significant differences by gender, specialization, grade level, or school location; a significant omnibus difference emerged across teaching-experience groups (p = 0.018; η² = 0.087), with the highest mean observed among teachers with less than five years of experience. Given the restricted variance (ceiling tendency) and non-probability sampling, results are interpreted as exploratory evidence of perceived awareness rather than demonstrated effectiveness or student outcomes. Implications are discussed for professional development that explicitly connects STEM instructional design to SEL competencies.

Downloads

Download data is not yet available.

References

Collaborative for Academic, Social, and Emotional Learning. (2020). CASEL’s SEL framework.

UNESCO MGIEP. (2022). Guidelines for implementing SEL in schools.

Abu Dargham, T. (2025). Social and emotional learning: Essential skills for success.

Dybdahl, R., & Williams, J. (2021). Special issue on psychosocial support and social emotional learning in emergencies. Journal on Education in Emergencies, 7(2).

Greenberg, M. T. (2023). Evidence for social and emotional learning in schools. Learning Policy Institute.

Pamungkas, M. D., Waluya, S. B., Mariani, S., Isnarto, I., Rahmawati, F., Kholid, M. N., & Laksmiwati, P. A. (2024). Enhancing complex problem-solving skills through stem-based spatial geometry e-modules. Qubahan Academic Journal, 4(3), 541-556.

OECD. (2024). Nurturing social and emotional learning across the globe: Findings from the OECD survey on social and emotional skills 2023. OECD Publishing.

Queen Rania Foundation. (2023). Social and emotional learning.

Cohen, J., & Sandy, S. (2003). Perspectives in social emotional education: The theoretical foundation and new evidence-based develop-ment in current practice. Perspectives in Education, 21(4).

Rocha, V. (2019). Social emotional learning (SEL) in schools: Taking a holistic approach to learning and development. UNESCO Regional Center for Educational Planning.

Mohamed, M. (2018). An enrichment program for scientific culture based on social emotional learning to develop scientific sense and life skills. Journal of the Faculty of Education, Assiut University, 34(9), 425–573.

Gedikoglu, M. (2021). Social and emotional learning: An evidence review and synthesis of key issues. Education Policy Institute.

Bawaneh, A., Aldalalah, O., Al-Salman, S., & Mahmoud, E. (2026). STEM teachers are the future educators: The effectiveness of the STEM approach in preparing cycle-one teachers and their perceptions towards the approach. EURASIA Journal of Mathematics, Science and Technology Education, 22(3), em279.

Bawaneh, A., & Malkawi, E. (2023). STEM faculty members’ perspectives and challenges towards distance learning and virtual classes during COVID-19 outbreak. Turkish Online Journal of Distance Education, 24(1), 246–261.

Uğraş, H., Uğraş, M., Papadakis, S., & Kalogiannakis, M. (2025). Innovative early childhood STEM education with ChatGPT: Teacher perspectives. Technology, Knowledge and Learning, 30, 809–831.

Atmojo, S. E., Lukitoaji, B. D., Rahmawati, R. D., Anggriani, M. D., & Anindya, A. P. (2025). Effects of Hybrid STEM Learning on 21st-Century Skills and Character Development in Prospective Elementary Teachers: A Mixed-Methods Study from Indonesia. Qubahan Academic Journal, 5(2), 384-401.

Murphy, B. (2023). Social emotional learning and STEM. Connected Science Learning, 5(3).

Bhavna, G. (2025). Transforming STEM education through social-emotional learning and AI: Enhancing engagement and emotional intelligence. In Language, literature and education: Research updates (Vol. 7, pp. 12–25). BP International.

Barshay, J. (2023). Proof points: A research update on social-emotional learning in schools.

Pratheesh, P., & Francis, Z. (2024). Social and emotional learning (SEL) and academic outcomes: Teacher support during classroom in-teractions. Shanlax International Journal of Arts, Science and Humanities, 12(1), 46–53.

Stannett, K. (2022). TIRF perspectives: Social and emotional learning. The International Research Foundation for English Language Education.

Al Matari, A., Almoqbali, M., & Almaawali, I. (2022). The degree of teachers' possession of social and emotional learning competencies in secondary schools of basic education in the Sultanate of Oman. Andalus Journal of Humanities and Social Sciences, 9(64), 83–117.

Musleh, T. (2023). The effectiveness of a training program based on social-emotional learning (SEL) skills in enhancing psychological immunity and positive thinking among Palestinian university students (Doctoral dissertation, Arab American University in Palestine).

Sharma, A., & Singh, M. (2024). Teachers’ STEM education awareness: Promoting multidisciplinary approach in teacher education. The Academic, 2(6), 479–483.

Papagiannopoulou, T., & Vaiopoulou, J. (2024). Teachers’ attitudes towards STEM education: Exploring the role of their readiness via a structural equation model. European Journal of Investigation in Health, Psychology and Education, 14(11), 2850–2864.

Carifio, J., & Perla, R. (2008). Resolving the 50-year debate around using and misusing Likert scales. Medical Education, 42(12), 1150–1152.

Norman, G. (2010). Likert scales, levels of measurement and the “laws” of statistics. Advances in Health Sciences Education, 15, 625–632.

Obiedat, D., Kayed, A., & Adass, A. (2016). Scientific research: Understandable tools and methods. Dar Alfiker Publishers and Distributors.

Al-Kellani, A., & Al-Shraifeen, N. (2016). Introduction to research in education and social sciences. Dar Al Masirah for Publishing Distribution and Printing.

Bawaneh, A., Moumene, A., & Aldalalah, O. (2020). Gauging the level of reflective teaching practices among science teachers. International Journal of Instruction, 13(1), 95–112.

Bawaneh, A., & Alnamshan, M. (2023). Design thinking in science education: Enhancing undergraduate students’ motivation and achievement in learning biology. International Journal of Information and Education Technology, 13(4), 621–633.