EFFECTIVENESS OF AI-BASED INTERVENTIONS IN ENHANCING SOCIAL AND EMOTIONAL COMPETENCIES OF B.ED. STUDENTS: A QUALITATIVE INQUIRY

Abstract

Social and emotional competencies (SEC), which include self-awareness, self-regulation, social awareness, relationship abilities, and responsible decision-making, are essential for effective instruction and overall wellness. This research intends to investigate the experiences of B.Ed. students regarding AI-driven interventions for the improvement of SEC. A qualitative research approach was implemented, using detailed interviews and focus groups with a selected sample of 25 B.Ed. students involved in an AI-enhanced SEC program. Thematic analysis was employed to examine the detailed, descriptive data collected, concentrating on common themes, patterns, and personal narratives to achieve a profound comprehension of their lived experiences. The results suggest that AI solutions present significant advantages in creating individualized, low-anxiety settings for developing SEC skills, including emotional regulation and stress management. The research finds that AI-driven interventions can efficiently enhance the growth of B.Ed. students' SEC, mainly serving as an individualized and additional practice resource. Subsequent studies should undertake longitudinal research to evaluate lasting effects and examine optimal strategies for harmonizing AI efficiency with the essential requirement for genuine human interaction in teacher training.