AN EXAMINATION AND VALIDATION OF SOCIAL AND EMOTIONAL LEARNING SKILLS AMONG UNIVERSITY STUDENTS IN UGANDA

Authors

  • MIIRO FAROOQ

DOI:

https://doi.org/10.26619/1647-7251.DT0325.11

Keywords:

B Social Emotional Learning, Self-Management, Self-Awareness, Responsible Decision Making, Relationship-Management

Abstract

The purpose of this study was to examine and validate the concept of Social emotional learning skills (SEL) among university students in Uganda . The concept has become an issue of relevance among scholars and academicians towards preparation of a holistic graduate. A cross-sectional research design, exploratory factor analysis (EFA) and confirmatory factor analysis of Structural Equation Modelling (SEM) were used to examine the hypothesized SEL measurement model. A randomly chosen sample of 664 volunteers was used to examine the Cronbach’s alpha construct reliability and validity, composite reliability, maximal reliability, and discriminant and convergent validity standards. The findings of the study reflected that the hypothesized measurement model is a significant five-factor model with 24 items correlated with one another. The study recommends that HEIs and future studies can apply SEL measurement model based on the context and culture of a given area.

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Author Biography

MIIRO FAROOQ

Senior Lecturer, Department of Educational Management and Administration Islamic University in Uganda (Uganda). He is a specialist in educational leadership, with a primary focus on teaching thinking skills and integrating wisdom pedagogy into curriculum reform. He holds a PhD in Educational Management from the International Islamic University Malaysia (IIUM), alongside a Master of Education and a Bachelor of Arts with Education from the Islamic University in Uganda (IUIU). Currently, he serves as a Senior Lecturer in the Department of Educational Management and Administration at IUIU. With over 15 years of active engagement in higher education, Dr. Farooq has published more than 29 book chapters and peer-reviewed articles addressing the intersections of curriculum development, teacher education, and educational leadership in African and Islamic contexts. He has successfully led and collaborated on several educational reform projects aimed at enhancing teacher preparation and institutional management in Uganda and beyond. His research interests stem from a deep concern with the disconnection between education and human transformation. His scholarly inquiry explores pressing questions such as: Why do students lose motivation in learning? Why is the ethical and spiritual dimension of teaching diminishing in higher education? Why do educated societies still struggle with underdevelopment, poor leadership, and moral decline? Dr. Farooq’s work is dedicated to rethinking the purpose of education through the lens of spirituality, critical thinking, and contextual relevance. His academic mission is to contribute to a more human-centered and values-driven approach to higher education in Africa and the broader Global South. ORCID: 0000-0002-1369-7535

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Published

2025-06-03

Issue

Vol. 16 No. 1, TD1 (2025): Thematic Dossier – Internationalization of Higher Education: Experiences and Challenges

Section

ARTICLES