From simulations to practice: the implementation of SEL competencies in teacher Education

This study investigates the dynamics of implementing Social-Emotional Learning (SEL) competencies in K-12 educators’ practices following clinical simulations designed for teacher training. Utilising a mixed methods approach, the research explores factors that facilitate or hinder the application of SEL. The qualitative part included 14 in-depth interviews; the quantitative part involved 146 pre-service and 70 in-service educators engaged in simulation workshops. The findings highlight six key facets that influence SEL competency enactment: pre-simulation attitudes, immersive experiences, sense of security, collaborative reflections, self-awareness development, and repeated practice. Quantitative analysis reveals that sense of security and immersion significantly correlate with overall SEL competencies, while self-awareness primarily impacts cognitive SEL aspects. The study highlights the need to adhere to strict standards in integrating these factors into simulation design to enhance the enactment of SEL competencies.