Undergraduate Students’ Self-Assessment of Social–Emotional Learning and Competency-Based Instruction in Vietnamese Higher Education

作者：Sy Van Pham · 发表于：Journal of Advances in Education and Philosophy · 年份：2025 · DOI：10.36348/jaep.2025.v09i12.002

Social–emotional learning (SEL) has become increasingly relevant in higher education as universities worldwide seek to cultivate adaptable, ethical, and socially responsible graduates. Yet empirical evidence on SEL-related competencies among Vietnamese undergraduates remains limited, particularly regarding their ability to connect SEL with competency-based instructional approaches. This study addresses this gap by examining the self-assessed SEL and competency-based instructional competencies of 388 students recruited through random sampling from four universities in Ho Chi Minh City. An eight-item SEL competency scale, originally developed by Huynh and colleagues, was adapted to assess students perceived abilities across conceptual, procedural, and application-oriented domains. Responses were rated on a 0–4 Likert-type scale. Data were analyzed using IBM SPSS Statistics Version 20, employing frequency and percentage distributions, with the instrument demonstrating excellent internal consistency (Cronbach’s α = .945). Results showed that most students rated themselves at moderate to fair levels across all competencies, while proficient performance remained consistently low. Conceptual understanding was stronger than procedural or applied competencies, and the lowest levels of confidence appeared in items requiring integration between SEL and competency-based instruction or demonstration of SEL in instructional practice. These findings suggest that undergraduate students posse...