Integration of Socio-Emotional Learning into the School Curriculum in Algeria: Challenges, Strategies, and Impacts
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Abstract
This article explores the integration of socio-emotional learning (SEL) into the school curriculum in Algeria, highlighting the challenges, opportunities, and strategies associated with its implementation. Grounded in the crucial role of SEL in students' holistic development, the article examines various issues faced by Algerian schools, including resistance to change and institutional constraints. It also addresses educational policies and community efforts aimed at promoting this approach. Recommendations are proposed to enhance teacher training and resource allocation to foster a more inclusive and supportive educational environment for students' growth. Finally, the article underscores the need for future research to deepen understanding of SEL and contribute to the transformation of Algeria's educational landscape.
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