Role of AI in Facilitating Social Emotional Learning in International Schools

   

    Over the past few years, Social Emotional Learning (SEL) is gaining recognition as an important aspect of education around the world. With an increase in globalization, schools serve multicultural and multilingual families. As classrooms become increasingly diverse, implementing SEL has become a challenging task as students do not speak the same first language or share the same culture and emotional norms. Key question for educators is: Do standard universal approaches to SEL sufficiently serve the social and emotional learning needs of culturally diverse and multilingual students in international schools?  

    All learning is culturally influenced, and students interpret social and emotional interactions through the lens of their own experiences (Mahfouz & Anthony-Stevens, 2020). Understanding context and being sensitive to diversity and equity are essential for effective implementation of SEL. When creating SEL strategies, it is important that students are not made to participate in practices that are structured around values that do not reflect their own lived experience (Hayashi et al., 2022). ​Rather​, they co-create their shared values, norms, and practices for SEL that promote healthy social and emotional development. It might ​be​ a relatively new domain, but I am positive that this can be achieved successfully by leveraging Artificial Intelligence (AI) as an aid. With remarkable advancements in AI and its applications, it can offer tools and valuable resources that can help educators enhance the SEL experience for diverse body of students in international schools. However, it is noteworthy that the effectiveness of AI in SEL still depends on its alignment with human-centered teaching practices that cannot be substituted by any advancement in technology.  

Challenges of SEL in Multilingual and Culturally Diverse Classrooms 

Language Barriers 

    According to sociocultural theory by Vygotsky, in their social interactions, individuals understand and construct knowledge through language. SEL relies on a student's ability to understand and communicate through language. While students in international schools do read, learn, and speak in English, for most of them it is not their mother tongue. Therefore, expressing themselves emotionally and understanding SEL discussions in their second language can be challenging and can evidently lead to frustration. Language barrier also contributes to less positive interactions with peers and educators leading to feeling of not belonging in the school and poor social emotional outcomes (Romano, 2021).  

Cultural Differences in Expression 

    Emotions are expressed differently across cultures. Sometimes, non-verbal expressions can convey a deeper meaning ​than​ verbal dialogue. International schools are culturally diverse and communication between an educator and a student is incomplete without cultural awareness. This cultural awareness comes from examining nontangible aspects of a culture such as beliefs, values, attitudes, emotions, and rules for interaction that shape behavior we see in its members (Kang, 2023, p. 3). For instance, touching the back of the head of a friend in Jordan is acceptable, but touching the back of an Egyptian's head is very offensive (Arqoub & Alserhan, 2019). 

Acculturation Stress

    Majority of children in international schools are immigrants who come from diverse backgrounds.  Students from South Asia, the Middle East, North America, Europe, and other regions bring their own cultural identities and navigate the challenges of adapting to a new cultural environment. This stress faced by students when they are faced with cultural norms different than their own is known as acculturation stress (Hayashi et al., 2022). Research confirms that acculturation stress in international students leads to psychological issues like depression, distress, negative emotions, and perceived general stress (Soufi et al, 2024).  

How AI Can Support SEL in Multilingual and Culturally Diverse Classrooms 

    AI has the potential to transform how SEL is implemented in diverse classrooms. ​Here are several ways AI can support multilingual students and help foster emotional intelligence:​ 

​​AI-Powered Emotional Recognition​ 

    ​Humans can produce around 700,000 physical signs, including 250,000 facial expressions and at least 5,000 distinct hand gestures with verbal meanings (Arqoub & Alserhan, 2019).​ AI can be used to analyze non-verbal emotional cues for multilingual students who may struggle to express their feelings verbally. AI powered emotional recognition tools can help identify emotional states by mapping facial expressions and body language to various emotions and offering insights into students' emotional well-being (Banu & Shobana, 2024, p. 200). AI systems like Affectiva can recognize emotions and cognitive states using camera sensors (Affectiva, n.d.) and provide real-time feedback to educators, allowing them to adapt their SEL support based on students' emotional responses. Additionally, emotional recognition by AI can also monitor student well-being in an online learning environment identifying indicators of confusion or frustration (Sethi & Jain, 2024).  

Artificial Intelligence (AI) as a Mediator

​​    Mediation is using our language skills to convey information from a source to someone who needs to understand it but cannot do so on their own (Billy & Garríguez, 2021).​ Educators can use AI as mediator to transfer SEL related information to various languages all at once, making sure that each student understands it in a language that they are comfortable with. AI can not only transfer information through simple translation but also help understand context and construct meaning. AI-powered language tools such as Google Translate, and Microsoft Translator can help students access SEL materials without any language barriers and improve their understanding of emotions and social interactions.  

Translingualism through Artificial Intelligence (AI) 

    Translingualist approach to language allows mixing and adapting languages freely, instead of strictly sticking to one language. Translingualism challenges conventional approach to language and encourages the use of native language and cross-cultural communication among diverse students. Students who have opportunities to use their native language in their classroom have greater confidence and a stronger sense of identity eliminating feelings of social isolation and disconnection (Mori, 2023). ​Translingualism also promotes SEL by increasing empathy, relationship building, and understanding among students by exposing students to different perspectives and ways of expression.​ AI can support translingualism by automatically translating, interpreting, or generating text across multiple languages, allowing for fluid communication and blending of languages in real time. Applications and handheld devices such as ​iTranslate​ and Pocketalk can provide instant translation from one language to another as students speak.  

AI Chatbots and Virtual SEL Assistants 

    A chatbot is an AI-powered program designed to simulate human conversation, providing information, answering questions, and performing tasks (AbuSahyon et al., 2023). Educators can introduce students to a suitable AI driven chatbot as an interactive multilingual tool that can provide personalized emotional support and guidance to students (Sethi & Jain, 2024). Programs like Woebot use AI to guide students through emotional regulation exercises and self-reflection, extending SEL support beyond the classroom. By offering SEL resources in students’ preferred language, educators help students make a deeper connection to SEL content. Additionally, chatbots also provide a safe space for diverse students to express their feelings and seek support without fear of judgment (Sethi & Jain, 2024). 

AI for Cross-Cultural Understanding and Personalized SEL Strategies 

    When selecting SEL practices, materials, and activities it is important that educators consider multiple cultural perspectives. Educators can leverage AI to analyze and understand cultural backgrounds, emotional needs, and learning preferences of students to create personalized and culturally responsive SEL instructional approaches. ​Culturally responsive SEL practices can promote a greater sense of school belonging, increased students' commitment to their ethnic-racial identity, and create positive experiences with those from other ethnic-racial backgrounds (Meland & Brion-Meisels, 2024) AI-driven EdTech solutions, such as Teachflow.AI, not only offer personalized pathways for student learning based on their unique profile but also helps educators develop cultural awareness and sensitivity by offering professional development modules, cultural competency training, and guidance on incorporating cultural perspectives into instruction. (Teachflow.AI, 2023).​ 

AI as a Tool, not a Replacement 

    Despite all the advancements in AI, the role of educators may change but it cannot be replaced. ​There is no doubt that AI has a strong potential to support SEL, but it lacks the element of human interaction, Emotional intelligence, empathy, critical thinking, and correctly reading facial cues with respect to context is a complex task that artificial intelligence cannot fully replicate (Nikitina, & Ishchenko, 2024).​ Additionally, SEL also relies on teacher-student relationship. Positive face-to-face interactions between educators and students create willingness to learn and positive feelings for school. ​Hence​ the best practice is to use AI as a complementary tool that enhances, rather than replaces, human-centered teaching approaches. 

For AI-driven SEL to be effective, educators must: 

• Ensure AI tools are culturally sensitive and align with students’ backgrounds. 
• Prioritize professional development to ensure effective and fluent use of AI.
• Use AI alongside traditional SEL strategies that prioritize face-to-face interactions. 
• Recognize that AI can support SEL but should not replace the role of educators in fostering emotional intelligence. 

Ethical considerations 

    Artificial intelligence algorithms are trained on large amounts of data that may be potentially biased. This can lead to concerns regarding fairness, as biased data may result in discriminatory outcomes. AI training by gathering data also causes a concern about privacy and protection of personal information (Nikitina, & Ishchenko, 2024). When leveraging AI to enhance SEL outcomes, it is best for educators to monitor and evaluate its effectiveness every step of the way.  

Conclusion 

    The growing diversity in international schools makes it essential to rethink how SEL is implemented. While traditional SEL frameworks may not fully address the needs of multilingual and culturally diverse students, AI presents an opportunity to bridge gaps in language, culture, and personalized learning. However, the success of AI in SEL depends on how well it is integrated into human-centered teaching practices.  To ensure its benefits outweigh its risks, it is also advised that educators carefully consider the ethical implications of its development and application. As educators explore AI-driven SEL solutions, the goal should remain clear: ensuring that every student, regardless of their background, has equitable access to social and emotional learning opportunities. By combining technological advancements with culturally responsive teaching, schools can create a more inclusive and effective SEL experience for all. 

References 

AbuSahyon, A. S. A. E., Alzyoud, A., Alshorman, O., & Al-Absi, B. (2023). AI-driven technology and chatbots as tools for enhancing English language learning in the context of second language acquisition: A review study. International Journal of Membrane Science and Technology, 10(1), 1209–1223.

Affectiva. (n.d.). Emotion AI. Affectiva. https://www.affectiva.com/emotion-ai/

Arqoub, I. A., & Alserhan, F. A. (2019). Non-verbal barriers to effective intercultural communication. Utopía y Praxis Latinoamericana: Revista Internacional de Filosofía Iberoamericana y Teoría Social, 24(5), 307–316.

Banu, M. J., & Shobana, S. (2024). Transforming social and emotional learning (SEL) with artificial intelligence. In D. M. Deivam, N. Joshi, M. P. Nautiyal, & A. Kumar (Eds.), Artificial intelligence in education (pp. 195–206). Mithra Dev Publications.

Billy, R. J., & Garríguez, C. M. (2021). Why not social and emotional learning? English Language Teaching, 14(4), 9–15.

Hayashi, A., Liew, J., Aguilar, S. D., Nyanamba, J. M., & Zhao, Y. (2022). Embodied and social-emotional learning (SEL) in early childhood: Situating culturally relevant SEL in Asian, African, and North American contexts. Early Education and Development, 33(5), 746–763.

Kang, S. Y. (2023). Providing effective learning environments for English language learners through practicing care theory and understanding identities. English language learners: The power of culturally relevant pedagogies (pp. 1–8). Rowman & Littlefield. https://books.google.com.sa/books?id=RmilEAAAQBAJ

Mahfouz, J., & Anthony-Stevens, V. (2020). Why trouble SEL? The need for cultural relevance in SEL. Occasional Paper Series, 2020(43), 6.

Meland, E. A., & Brion-Meisels, G. (2024). An integrative model for culturally sustaining SEL in the classroom. Social and Emotional Learning: Research, Practice, and Policy, 3, 100042.

Mori, L. (2023). Translingual pedagogies of with-ness: Fostering social-emotional learning competency across linguistic and cultural boundaries. Science Journal of Education, 11, 169–175.

Nikitina, I., & Ishchenko, T. (2024). The impact of AI on teachers: Support or replacement? Scientific Journal of Polonia University, 65(4), 93–99.

Romano, S. (2021). Increasing social and emotional learning for ELLs (Master’s capstone project). The College at Brockport, State University of New York. https://soar.suny.edu/bitstream/handle/20.500.12648/8589/RomanoCapstone2021.pdf?sequence=1

Sethi, S. S., & Jain, K. (2024). AI technologies for social emotional learning: recent research and future directions. Journal of Research in Innovative Teaching & Learning, 17(2), 213-225.

Soufi Amlashi, R., Majzoobi, M., & Forstmeier, S. (2024). The relationship between acculturative stress and psychological outcomes in international students: A systematic review and meta-analysis. Frontiers in Psychology, 15, Article 1403807. https://doi.org/10.3389/fpsyg.2024.1403807

Teachflow.AI. (2023). Building a culturally responsive classroom with Teachflow.AI. Teachflow.AI. Building a Culturally Responsive Classroom with Teachflow.AI - Teachflow.AI