Advancing Social and Emotional Skills Through Tech-Supported Cooperative Learning in Primary and Middle Schools

Abstract

Social and Emotional Skills (SES) are key to students' academic and personal development. This study explores the effectiveness of a technology-supported Cooperative Learning (CL) intervention in promoting SES among primary and middle school students in Italy. A quasi-experimental design was used, involving 36 classes randomly assigned to either the intervention or a waitlist control group. Teachers in the intervention received training on CL and SES instruction, delivering structured lessons within cooperative activities. SES development—measured through emotional knowledge, social awareness, and relationship skills—was assessed at the beginning and end of the school year using a validated self-report tool. Results from linear mixed-effects models indicated greater SES improvement in the intervention group. The findings suggest that integrating SES instruction within technology-supported CL environments enhances SES outcomes and offers a scalable model for schools. This approach holds promise for educators and policymakers aiming to embed social–emotional learning into everyday classroom practice.