Where Hearts Meet Minds: A Systematic Review of Socio-Emotional Learning in Science Education

Abstract

Socio-emotional learning (SEL) employs a whole-child approach to advance emotional regulation, social relationships, and responsible decision-making. This systematic review examined studies on SEL in science education published from 2020 to 2025. Using the PRISMA framework and the SPIDER tool, studies were systematically identified from Google Scholar, OpenAlex, Scopus, and Web of Science databases. A thematic synthesis approach was employed to analyze the selected studies. After screening and eligibility assessment, ten (10) studies met the inclusion criteria and were analyzed using thematic synthesis and descriptive analysis. Findings showed that SEL positively influences students’ academic performance, classroom engagement, emotional regulation, collaboration, self-efficacy, and attitudes toward science learning across primary, secondary, and higher education contexts. Curriculum-integrated SEL emerged as the most effective implementation strategy because of its adaptability across science and STEM learning environments. The reviewed studies further showed that secondary-level learners benefited most, particularly in motivation, persistence, and interpersonal skills for collaborative scientific inquiry. However, implementation challenges included limited teacher training, curriculum constraints, cultural adaptation issues, and insufficient institutional support. In the Philippine context, SEL integration remains limited and is often indirectly embedded through values education rather than systematically incorporated into science instruction. The findings highlight the need for culturally responsive and context-specific SEL frameworks in Philippine science education. Future research is recommended to explore long-term and localized SEL interventions that address the socio-emotional and academic needs of Filipino learners.