Analysis on the Impacts of Spiritual and Socio-Emotional Learning on India's School Students and their Ethical Outcome

Abstract

Based on India's diverse educational system, this study investigates how social emotional spiritual learning (SESL) aids in student ethical individuality development in terms of inclusive collaborative thinking. The study conducted in the form of an exploratory descriptive and inductive research design. It analyses primary quantitative data of n=600 respondents gathered through a structured survey done in two distinct school educational systems, namely, Modern Private and Traditional Gurukul institutes within Delhi region. The analysis determines how SESL influences student individuality and ethical viewpoints and social obligation and how school types and gender demography play a role in its diverse learning outcome. The study demonstrates that school educational models considerably affect SESL outcomes but gender factors play only a small part in the results. Moreover, the study relates the possibility of associated factors, like, family dynamics alongside broader societal practices to affect the development of social-emotional aspects of learning by the research. This research infers the requirement for a unified curriculum which unites conventional values with new educational methods through its study of SESL implementation in both systems.