| Social-emotional learning (SEL) has become a hot topic in global educational reform. With China's rapid socio-economic development, SEL has attracted increasing attention in the education field. However, it is crucial to critically rethink international experiences rather than borrowing them without taking social, historical and cultural factors into account. Grounded in historical institutionalism, this study analyzes the social backgrounds and conceptual frameworks of SEL in five developed countries: the United States, the United Kingdom, Singapore, Australia, and the?Republic of Korea. The findings reveal that while common trends in SEL exist across these nations, their distinct political, economic, and cultural contexts shape the trajectories and priorities of SEL development. The study further identifies three key challenges: the ethical implications of human-technology interactions, the ecological crisis of human-nature relations, and cultural conflicts in human-social interactions. The paper concludes by advocating for a localized SEL model in China that is responsive to its unique cultural context and addresses the specific needs of contemporary Chinese society. |
