In recent years, there has been a growing call for systematic education on ‘emotion’ and ‘relationships’ in response to students’ mental health and the need to prevent school violence. In Korea, Korean-style Social and Emotional Learning (SEL) is being expanded as a national initiative. Within this educational trend in which emotion education is becoming increasingly important, this study regards scenes of emotional conflict between students as potential opportunities for learning about emotion and relationships. The purpose of this study is to construct and present principles of discourse through which students, in situations of conflict, can mutually evaluate whether their counterparts ‘had reason to feel such an emotion’ and thereby reach reconciliation. This study maintains that conflicts among students can be substantively resolved on the basis of emotional understanding and agreement when they move beyond the norm that they must accept others’ emotions without evaluation and instead examine the issue of emotional fittingness within an argumentative dialogue structure. This study further argues that a dialogue in which claims and rebuttals concerning a particular emotion are reciprocally advanced takes on a discursive form that is distinguishable from everyday conversation. It also contends that reconciliation achieved through such discourse does not remain merely formal. Rather, it produces an educational effect in that it encourages students to make voluntary efforts to prevent future conflicts. To establish its theoretical foundation, this study reviews the development of the philosophy of emotion, rational sentimentalism, and the theory of communicative action. On this basis, it proposes a four-stage discourse procedure: ‘empirical dialogue–interpretive dialogue–evaluative dialogue–commitment.’ Furthermore, it argues that when disagreements intensify during discourse, participants can reach agreement by distinguishing types of ‘validity claims’ and resolving them sequentially. By presenting principles of discourse through which ‘empathy accompanied by evaluation’ can be achieved in situations of emotional conflict, this study proposes a new theoretical approach to school guidance practices and conflict mediation. This study maintains that conflicts among students can be substantively resolved on the basis of emotional understanding and agreement when they move beyond the norm that they must accept others’ emotions without evaluation and instead examine the issue of emotional fittingness within an argumentative dialogue structure. This study further argues that a dialogue in which claims and rebuttals concerning a particular emotion are reciprocally advanced takes on a discursive form that is distinguishable from everyday conversation. It also contends that reconciliation achieved through such discourse does not remain merely formal. Rather, it produces an educational effect in that it encourages students to make voluntary efforts to prevent future conflicts. To establish its theoretical foundation, this study reviews the development of the philosophy of emotion, rational sentimentalism, and the theory of communicative action. On this basis, it proposes a four-stage discourse procedure: ‘empirical dialogue–interpretive dialogue–evaluative dialogue–commitment.’ Furthermore, it argues that when disagreements intensify during discourse, participants can reach agreement by distinguishing types of ‘validity claims’ and resolving them sequentially. By presenting principles of discourse through which ‘empathy accompanied by evaluation’ can be achieved in situations of emotional conflict, this study proposes a new theoretical approach to school guidance practices and conflict mediation.

Teachers’ emotions play a critical role in shaping the classroom atmosphere and influencing students’ learning experiences. In many college English classrooms across China, students often exhibit characteristically low participation and weak motivation. This study examines the dynamic mechanisms through which teachers’ emotions affect students’ learning engagement—encompassing behavioral, emotional, and cognitive dimensions—as well as their intrinsic and extrinsic motivation. Employing a mixed-methods approach, the research analyzed questionnaire data from 107 students across five Chinese universities, supplemented by semi-structured interviews with three instructors and twelve students. Findings reveal that positive teacher emotions, such as enthusiasm and encouragement, significantly enhance classroom interaction and promote sustained independent learning, while also serving as a positive predictor of intrinsic motivation. Conversely, negative emotions, including anxiety and apathy, were associated with classroom avoidance behaviors among 93.02% of respondents and were linked to reduced stability in goal orientation. Mediation analysis further supports the proposed pathway of “teachers’ emotions → learning engagement → learning motivation,” highlighting the mediating role of teacher-student emotional connection. These findings contribute to understanding affective transmission in second language acquisition and offer an empirical basis for developing teacher emotional literacy training and designing emotionally supportive pedagogical strategies, with practical implications for enhancing the ecology of foreign language instruction.

Patriotic emotional education is crucial to the ideological and moral enhancement of college students. This paper utilizes the red classic building to innovate the practical teaching mode of the ideological and political courses in colleges and universities. The construction of the 3-dimensional model of the red classic building is completed through the way of color conferring and mapping. And from the structure optimization and material optimization to improve the model fidelity, improve the students experience immersion. The A-star algorithm is introduced into the 3D campus roaming navigation system of the red classic buildings, and the heuristic estimation function is used to plan the optimal roaming path, which enhances the effect of patriotism inculcation among students. The results show that the A-star algorithm obtains a high adaptability of 2.09 in about 13 iterations, and the path planning effect is better than the comparison algorithm. The experimental class using the 3D campus roaming teaching method of red classic buildings significantly outperforms the control class in the comparison of the three dimensions of patriotism emotion as well as the overall emotion at the level of 0.001.

This study examines the scientific literature and current Mexican legislation in order to analyze loneliness as a significant educational emotion. We argue that unwanted loneliness is an experience that occurs and is reproduced in the school context, and that its invisibility limits opportunities for pedagogical intervention due to its presence in the school environment, its effects on coexistence, and its connection to the processes of identity construction in adolescence. Finally, we explore some consequences of emotional education and school coexistence, highlighting the need to consider loneliness as a topic for educational reflection. We assert that this type of integration will improve decision-making in coexistence policies and practices from a preventive and human perspective and will expand knowledge about school well-being. The study was conducted from a qualitative approach, through exploratory documentary research, which will allow us to conduct future studies to delve deeper into the subject.

Children's and adolescents' mental health is increasingly affected by anxiety, stress, bullying, and self-harm, often intensified by social media and technological addictions. The lack of sufficient quantitative studies makes it difficult to measure the full extent of these problems, underlining the value of qualitative research to better capture key concerns. This study integrates perspectives from children, adolescents, parents, and professionals to provide a broad analysis, comparing overlaps and discrepancies in their views on mental health challenges, causes, and unmet needs. Twenty-one focus groups (N = 187) were conducted across four autonomous communities in Spain, involving representatives of all groups. Transcripts were coded and analyzed using MAXQDA 24 software to identify main themes. Children showed interest in mental health but noted that seeking psychological help is still taboo. Adolescents recognized the negative impact of excessive technology use and stressed the need for accessible psychological services. Parents highlighted the urgency of more resources and better coordination among institutions. Professionals emphasized the scarcity of preventive interventions and the lack of resources in the public system, which hinders adequate responses. The study concludes that comprehensive strategies are required to foster emotional education, expand school-based support, and improve coordination of resources from early childhood.

This essay proposes a critical reflection on the teaching of mathematics from the affective dimension, questioning the technocratic approaches that have made students’ emotional experiences invisible. The main objective is to argue for the necessity of a humanized pedagogy that articulates the affective dimension with disciplinary rigor, based on a literature review of key sources on the affective domain in mathematics education and social-emotional learning. The methodology is based on a theoretical-reflective approach, analyzing the premises of the affective domain theory and its articulation with the processes of teaching and learning mathematics. Among the main findings, it is highlighted that emotional pedagogy not only improves the student’s relationship with the discipline but also promotes self-efficacy, resilience, and critical thinking. Finally, it is concluded that the implementation of an affective approach in the mathematics classroom, focused on developing the empathy and emotional intelligence of the teaching staff, is a pathway to transform pedagogical practice and generate meaningful and lasting learning.

Need satisfaction and frustration profiles as a lens to understand emotions in student teachers in the school placement

Objective: This study investigates the current situation of general practice medical students’ professional feelings from the perspective of professional feelings, discusses the main factors affecting professional feelings, and provides more scientific and reasonable countermeasures for the training of general practice medical students, so that more general practice medical students can go down and stay. Methods: The general practice medical students enrolled in Wenzhou Medical University from 2019 to 2023 were surveyed, and SPSS25.0 statistical software was used for data analysis. Results: The professional feelings of general practice medical students were at an upper moderate level. There were significant differences in professional feelings between gender, grade, motivation for applying and whether they had participated in internship/practice (p<0.05). The professional feelings of boys, juniors, students who voluntarily applied for the exam due to personal interests, and students who participated in internships/practices were significantly higher than other students. There was no statistical significance for variables such as political appearance, student source, household registration type, father’s occupation, annual family income, college entrance examination scores, university academic performance, and whether they had studied medical humanities courses (P>0.05). Gender, grade, and whether they have participated in internships/practices are the main factors affecting students’ professional feelings. Conclusion: Strengthen the value guidance and incorporate the elements of emotional education into the talent training program. highlight practical education and build a “early clinical” practical teaching system; Strengthen humanistic care and build an infiltration emotional cultivation model.

In the era of artificial intelligence, teachers role transformation is a core issue in teachers professional development under the background of educational digitalization, which is directly related to the quality of education and teachers own practical adaptation. Currently, teachers roles are shifting from mere knowledge transmitters to learning guides and technological collaborative constructors. Meanwhile, teachers are confronted with multiple challenges such as insufficient technical integration capabilities, vague role cognition, and lagging external support systems. To address these issues, at the individual level, teachers should enhance their digital skills and ethical awareness to improve their transformation competence; at the teaching practice level, efforts should be made to integrate technology empowerment with emotional education to construct a new teaching model; at the external support level, it is necessary to improve the training system and evaluation mechanism, and optimize the institutional environment for transformation. These measures aim to help teachers adapt to the new requirements of intelligent education and provide practical references for the digital transformation of education.

In the context of industrial heritage conservation and adaptive reuse, the transformation of industrial buildings into patriotic education bases has emerged as a significant approach, where enhancing emotional education efficacy becomes crucial. This study adopts an evidence-based design (EBD) methodology, focusing on the Siwangzhang patriotic education base in Guangdong Province, to address the scientific evaluation and optimization of emotional arousal efficacy. The research rigorously follows the standardized EBD workflow: (1) during problem definition, the literature review establishes the dual objectives of quantitative assessment and spatial optimization; (2) evidence collection employs questionnaire surveys to capture emotional data from both static environmental nodes and dynamic activity nodes; (3) evidence analysis integrates descriptive analysis, factor analysis, emotional mapping visualization, and paired-sample t-tests. Key findings reveal the following: (1) spatial emotional distribution exhibits three distinct patterns—high-arousal clusters, single-node prominence areas, and emotional depressions; (2) dynamic training activities significantly enhance 66.7% of observed emotional variables. A seven-stage progressive training protocol was developed to achieve phased emotional cultivation. This study validates the applicability of EBD methodology in educational space optimization through a complete workflow, establishing an operational evaluation framework integrating spatial-behavioral-emotional metrics. It provides empirical evidence for targeted optimization of patriotic education bases while pioneering a data-driven transition from conventional experiential design. The results hold theoretical and practical significance for revitalizing industrial heritage through socially valuable functional transformations.

The Role of Teacher Emotion Regulation and Stress on Children’s Executive Functioning: Exploring Individual Differences by Children’s Autonomic Reactivity

The significance of this study is to explore insights into the emotions experienced by Indonesian English teachers in Thailand, highlighting their emotional journeys and the emotion regulation strategies they use. Ten Indonesian English teachers from diverse elementary and secondary schools across Thailand voluntarily participated in this qualitative research. Through semi-structured interviews, the collected data were analyzed deductively, applying Richards' (2020) framework to examine teacher emotions and Gross' (1998) framework to analyze emotion regulation strategies. The findings reveal a wide range of emotions, including happiness, pride, anger, confusion, loneliness, and mixed emotions. Notably, emotion regulation strategies, situation modification, and response modulation emerged as the predominant emotion regulation strategies employed. The findings also revealed sub-strategies under these emotion regulation strategies. These insights underscore the imperative of integrating emotion regulation practices into English Language Teaching to optimize instructional effectiveness. It highlights the pivotal role of emotional experiences in navigating cultural differences and linguistic barriers in teaching abroad, offering practical and theoretical implications for teachers, trainers, and educational institutions in Thai and similar contexts.

ABSTRACT In an era where algorithms shape visibility and cultural value, Indigenous expression risks being flattened into consumable spectacle. Yet across TikTok’s volatile terrain, Sundanese creators transform virality into a medium of ethical reworlding. This study examines how TikTok videos tagged #PapatahSunda (Sundanese Proverbs) perform acts of cultural and epistemic sovereignty through multimodal discourse. Drawing on Cultural Discourse Studies (CDS) and framed by Epistemologies of the South, the analysis interprets five representative videos as digital moral performances: Wayang Golek as discursive archive, Maung Bodas as visual ethics, Indung as emotional pedagogy, Bapa as reflective wisdom, and Pawon as domestic moral space. These videos remix ancestral values of humility, resilience, and balance into algorithmic form, converting TikTok’s affective logics into moral infrastructures. By embedding Sundanese worldviews within global digital aesthetics, creators resist epistemic homogenization and assert that Indigenous discourse remains a living, world-making force. The study repositions TikTok from a site of distraction to a vernacular moral archive, demonstrating that cultural sovereignty can flourish even within the architectures of algorithmic control.

ABSTRACT Recent research has highlighted the importance of investigating language teachers’ emotional wellbeing as an avenue into the close relationship between teacher emotion and wellbeing. However, past studies mainly emphasize language teachers’ professional practices in language instruction, whereas the impact of administrative responsibilities on teachers’ emotional wellbeing remains unclear. To address this gap, the present study focused on three novice English as a foreign language (EFL) teachers’ banzhuren work as an example of their administrative responsibilities to explore the link between teacher emotion and wellbeing embedded in administrative work. A narrative inquiry design was adopted, and data were collected through semi‐structured interviews. The results provided an emic overview of the pressure experienced by the participants, and some main sources of the pressure involved teachers’ relatively long working hours, lack of rest during off‐work times, and investment in managing students’ disciplinary and mental issues. The working pressure then generated emotional struggles characterized by negative feelings such as pain, anger, and disappointment. Furthermore, pressure and emotional struggles led to teacher wellbeing issues of self‐reported mental and physical health concerns. These findings suggest the significant impact of working pressure and negative emotions on teacher wellbeing. Future research directions are discussed to address possible resolutions to teachers’ emotional wellbeing issues.

The contemporary environmental crisis calls for rethinking higher education in order to incorporate environmental socio-emotional skills. Embodied learning integrates emotional education, sustainability, and bodily experience to foster responsible environmental attitudes and behaviors. The objective of this study was to evaluate the effect of a bodily dynamics program—based on conscious movement, motor cooperation, and experiential reflection—on the development of environmental socio-emotional competencies, including emotional self-regulation, ecological empathy, environmental awareness, and disposition toward pro-environmental behaviors. A quantitative quasi-experimental pretest–posttest design was applied with 48 university students from Quito. The intervention group participated in an eight-session bodily dynamics program, using validated instruments to assess socio-emotional competencies, emotion regulation, and connectedness to nature. Statistically significant improvements were observed in socio-emotional competencies, adaptive emotion regulation strategies, and connectedness to nature in the intervention group, with moderate effect sizes, while the comparison group showed no relevant changes. The study supports bodily dynamics as a relevant educational strategy in higher education, strengthening environmental education through an integrated emotional, embodied, and experiential learning perspective.

In this essay, I highlight process and large group formats as vital spaces for dialogue and the education of affect through lived, in-vivo experience, making possible multiple, layered, transference reactions beyond that in one-on-one analysis. I borrow from Adorno’s ideas on the “education of emotion” to see critical reflection as a way of unlearning negative meaning integrated from the social surround as truth. With Charalambides, I assert that “discomfort is not damage,” but material for symbolization and containment. From complexity theory I argue that disruption and perturbation are opportunities for growth and change, and that in group work, as a distinct classroom, affect is educated through lived encounter and not just theorized. I see embedding democratic principles in group work and training as mutative, therefore clinical in its own right and an aspect of therapeutic action that helps candidates, faculty, and leadership negotiate power dynamics such as splitting, scapegoating, envy, and institutional enactments, particularly common in top-down cultures. I argue that involvement in large groups offers an opportunity to address these power dynamics by creating pressure to negotiate transparency.

Although academic engagement has received increasing attention in educational research, few have examined how teacher emotional support relates to students’ cognitive and emotional processes, particularly in college English learning settings. To fill this gap, the present study proposed a moderated chain mediation model, with teacher emotional support as the independent variable, academic engagement as the dependent variable, academic self-efficacy and positive academic emotions as mediators, and gender as the moderator. This study employed well-established measurement instruments, including the Teacher Emotional Support Scale, the Academic Self-Efficacy Scale, the Achievement Emotions Questionnaire, and the Student Academic Engagement Scale, to collect data from 794 students. The hypothesized model was developed and examined through Partial Least Squares Structural Equation Modeling. The results showed that teacher emotional support had a significant positive effect on academic engagement. Academic self-efficacy and positive academic emotions each served as mediators between teacher emotional support and academic engagement, both separately and in a sequential pathway. In addition, gender did not significantly moderate the paths in the model. This study integrates Self-Determination Theory, Control-Value Theory, and Social Role Theory to provide a refined theoretical foundation and empirical evidence for English instruction, thereby offering stronger support for students’ engagement in English learning.

The rapid social, cultural, and technological changes are impacting personal development, particularly in adolescents who undergo transformations without enough time to assimilate them. Emotions, and their understanding and regulation, play a crucial role during this stage. Physical education—particularly content related to body expression—offers a promising avenue for integrating emotional education into the classroom. The aim of this study was to conduct a systematic review of the literature on this topic from 2019 to October 2025, including both theoretical and practical studies involving secondary school students. The PRISMA guidelines were applied, using search terms such as “body expression,” “physical education,” “emotions,” “adolescents,” “emotional development,” “body language,” and “high school.” The search was conducted across multidisciplinary databases (SCOPUS, WOS), education-specific databases (Education Resources Information Centre, Education Database, Education Research Complete, and Teacher Reference Centre), sociology databases (Social Science Database, Social Abstracts, Sociology Database), and a sports-specific database (Sport Discus). After applying inclusion and exclusion criteria, 100 articles were selected from an initial pool of 1,368 records. These were analysed and categorized into five thematic categories and ten subcategories of analysis. After full-text review, 96 were discarded for not meeting the defined criteria, leaving finally four studies that directly link body expression with emotional development in adolescents. The main findings point to benefits in self-esteem, empathy, emotional expression, and group cohesion, although a shortage of long-term studies and systematic approaches that consolidate this relationship is evident. It is concluded that further specific research is needed to support and analyse this relationship in detail.

The study was conducted using a quantitative cross-sectional methodology, supported by a protocol that included 84 simple variables and six complex ones. The validation of the instrument was carried out through Cronbach’s alpha coefficient, ensuring internal consistency. This is a correlational research that applied Pearson’s analysis to a sample of graduate students in education—master’s and doctoral programs—at the Universidad Autónoma de Coahuila and the Escuela Normal Superior del Estado de Coahuila. The analysis focused on the relationships among complex variables such as recognition and emotional regulation, graduate profile, teaching methodology, planning and evaluation activities, and the design of learning environments. The objective was to identify connections among these elements and to formulate recommendations to strengthen educational settings. The results reveal a strong correlation between the emotional dimension and curricular design, underscoring the need to integrate emotional development into teacher training.

This article proposes a conceptual and analytical framework aimed at problematizing the role of Emotional Education within the field of socio-educational intervention. It argues that Emotional Education functions as a technology of power that shifts structural conflicts into the emotional interiority of individuals. Drawing on critical perspectives from anthropology and social philosophy, the analysis explores how Emotional Education legitimizes processes of institutional subordination under a rhetoric of personal responsibility. Combining a theoretical discussion of social intervention as a governmental dispositif with ethnographic research conducted in a shelter, the article concludes that Emotional Education operates as a mechanism for rendering structural violence invisible.