تجارب معلمي المرحلة الأساسية الدنيا في تطبيق برنامج Think Equal
(دراسة نوعية في التعلم الاجتماعي العاطفي(SEL) في مدارس وكالة الغوث الدولية في فلسطين)
DOI:
https://doi.org/10.33193/IJoHSS.72.2026.942الكلمات المفتاحية:
برنامج Think Equal، التعلم الاجتماعي العاطفي(SEL)، مدارس وكالة الغوث الدولية في فلسطينالملخص
هدفت هذه الدراسة إلى الكشف عن تجارب معلمي المرحلة الأساسية الدنيا في تطبيق برنامج Think Equal: دراسة نوعية في التعلم الاجتماعي العاطفي(SEL) في مدارس وكالة الغوث الدولية في فلسطين. استخدم الباحثون المنهج النوعي الظاهراتي، وتكون مجتمع الدراسة من جميع معلمي المرحلة الأساسية الدنيا في مدارس وكالة الغوث في فلسطين، وقد بلغ عددهم حسب نشرة وكالة الغوث للسنه الدراسية (2025-2026) 470 معلماً ومعلمة. تم اختيار عينة الدراسة بالطريقة القصدية، وقد بلغ عينة الدراسة من (15) معلمًا ومعلمة، واعتمد الباحثون على المقابلة كأداة للدراسة وتكونت أداة الدراسة من 4 أسئلة، أظهرت نتائج الدراسة أن برنامج (Think Equal) أسهم بفاعلية في تنمية مهارات التعلم الاجتماعي العاطفي(SEL) لدى طلبة المرحلة الأساسية الدنيا، حيث ساعدهم على التعرف على مشاعرهم والتعبير عنها وضبط انفعالاتهم بشكل أفضل، كما عزز لديهم قيم التعاطف والتعاون والتواصل الإيجابي داخل الصف. وبيّنت النتائج أن البرنامج أسهم في تحسين التفاعل الصفي وخلق بيئة تعليمية آمنة وداعمة، انعكست على زيادة مشاركة الطلبة وانخراطهم في الأنشطة التعليمية، وتراجع السلوكيات السلبية مثل العنف والتنمر. كما أظهرت النتائج أن المعلمين تبنّوا ممارسات تربوية أكثر مرونة وإنسانية، حيث انتقل دورهم من التركيز على الجانب الأكاديمي فقط إلى دعم الجوانب النفسية والانفعالية للطلبة، مع دمج استراتيجيات التعلم الاجتماعي العاطفي في مختلف المواد الدراسية. وفي المقابل، كشفت النتائج عن وجود تحديات تتعلق بملاءمة بعض القصص والأنشطة للسياق الثقافي الفلسطيني، وضغط الوقت، وكثافة الصفوف، إلا أن المعلمين تعاملوا معها من خلال التبسيط والتكييف وربط المحتوى بواقع الطلبة. وبشكل عام تؤكد النتائج أن برنامج (Think Equal) كان له أثر إيجابي في تعزيز النمو الاجتماعي العاطفي(SEL) للطلبة وتحسين المناخ الصفي، مع ضرورة مراعاة الخصوصية الثقافية وتطوير آليات تطبيقه لضمان فاعليته واستدامته.
المراجع
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8. Bailey, C. (2020). Think Equal early years programme: Evaluation report (USA preschool implementation). Yale University, Yale Center for Emotional Intelligence. https://thinkequal.org/wp-content/uploads/2022/05/TE-Impact-Studies-Summary- 2020.pdf.
9. Brandão de Souza, C., & Jacomuzzi, A. C. (2025). The role of university professors emotional competencies in students’ academic and psychological well-being: A systematic review. Education Sciences, 15(7), 882. https://doi.org/10.3390/educsci15070882.
10. Brill, K., McGuinness, C., & Nordstokke, D. (2025). Relations between a social emotional learning (SEL) program and changes in resilience, self-esteem, and psychological flourishing in a youth sample. Discover Mental Health, 5(1), 43. https://doi.org/10.1007/s44192-025- 00173-x
11. CASEL (2025). Safe and sound: An educational leader's guide to evidence-based social and emotional learning (SEL) programs. Collaborative for Academic, Social, and Emotional Learning. Retrieved April 1, 2026, from https://casel.org/safe-and-sound-guide-to-sel- programs/?view=1.
12. Chen, J. J. (2024). An integrated approach to social and emotional teaching (SET): A qualitative study of the beliefs and practices of preschool teachers in the United States. Early Childhood Education Journal, 54, 175–191. doi:10.1007/s10643-024-01803-9.
13. Cong-Lem, N. (2023). Emotion and its relation to cognition from Vygotsky’s perspective. European Journal of Psychology of Education, 38(2), 865–880. https://doi.org/10.1007/s10212-022-00624-x.
14. DiPerna, J. C., Hart, S. C., Lei, P.-W., Sun, T., Zhao, H., Husmann, K., & Li, X. (2026). Examining the effectiveness of a universal social–emotional learning program in second-grade classrooms. School Psychology, 41(1), 41–53. https://doi.org/10.1037/spq0000704.
15. Emmett, S., Reeder, L., Turville, C., Schneider, K., & Bailey, C. (2021). Australian Randomised Control Trial: Think Equal Early Childhood Program. Federation University Australia & Yale University, Yale Center for Emotional Intelligence. https://thinkequal.org/wp- content/uploads/2022/06/Yale-Australian-RCT-2021.pdf
16. Eriksen, E. V., Tharaldsen, K. B., & Bru, E. (2025). Social–emotional learning and academic engagement: A qualitative study among lower secondary school students. International Journal of School & Educational Psychology, 13(4), 294–306.
17. https://doi.org/10.1080/21683603.2025.2546301.
18. Frazier, T., Rosenstein, S., Elkoin, O., Marushchenko, O., & Rudzynska, N. (2025). Voices of teachers: A qualitative analysis of the feasibility and perceptions of SEE learning. Conflict and Health, 19(47). https://doi.org/10.1186/s13031-025-00688-8.
19. Ha, N., Byun, S., Lang, S., & Jeon, L. (2025). Qualitative study on social-emotional learning for teachers (SELF-T). European Early Childhood Education Research Journal, 33(4), 727– 741. https://doi.org/10.1080/1350293X.2024.2425947.
20. Hadley ,E, Berganza, M, Santos, H., Cabra, & Vélez, L. ( 2024 ). Socioemotional Learning in Early Childhood Education: Experimental Evidence from the Think Equal Program's Implementation in Colombia. Early Childhood Education Journal, 52(6):1135–1148.
21. https://doi.org/10.1007/s10643-023-01503-w
22. Hövel, D. C., Röösli, P., Jurkic, A., Nideröst, M., Link, P.-C., & Sticca, F. (2025). Social- Emotional Learning (SEL) and Its Impact on Teacher Stress, Self-Efficacy, and Attitudes Towards Inclusion: Longitudinal Insights from the StaFF-BL Project. Behavioral Sciences, 15(11), 1511. https://doi.org/10.3390/bs15111511.
23. Hua, L., Zhang, Z., & Wang, H. (2025). How social–emotional learning promotes reading
24. achievement? A systematic review of mechanisms and instructional design. Frontiers in Psychology, 16, 1631429. https://doi.org/10.3389/fpsyg.2025.1631429.
25. Kim, E. K., Allen, J. P., & Jimerson, S. R. (2024). Supporting student social emotional learning and development. School Psychology Review, 53(3), 201–207.
26. https://doi.org/10.1080/2372966X.2024.2346443
27. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
28. Lumgair, H. (2019). Think Equal early years programme: Framework summary. Think Equal. Edited and revised by Paulson, ALondon, UK: Think Equal. https://thinkequal.org/wp-content/uploads/sites/4/2019/04/THINK-EQUAL-Early- Years-Framework-Summary-updated-2019.pdf
29. Mahoney, J , Ausdal, K, Domitrovich,C. (2024). A systemic approach to integrating social emotional and academic development: Implications for practice and policy. Educational Researcher, 53(3), 123-135. https://psycnet.apa.org/buy/2020-74076-001
30. Manchanda, S., Ballard, A., Golshirazi, M., Morales, S., & Ramos, N. (2025). Advancing Equity Through Transformative SEL: Insights from Preservice Secondary STEM Teachers. Education Sciences, 15(12), 1583. https://doi.org/10.3390/educsci15121583
31. Mao, Y. (2017). Intercoder reliability techniques: holsti method. In The sage encyclopedia of communication research methods, SAGE Publications, Inc, 4:741-743.
32. https://doi.org/10.4135/9781483381411.n273.
33. Massa, A. (2022). Evaluation of the think equal programme across multiple contexts. Think Equal Foundation.https://thinkequal.org/wp-content/uploads/2022/05/TE-Impact-Studies- Summary-2020.pdf.
34. McCarthy, M. F., Herskowitz, E. A., Barnes, S. P., Ng, Z. J., Ha, C., & Cipriano, C. (2025). Navigating social and emotional learning evidence in a polarized socio-political environment: A qualitative pilot study of SEL stakeholders. Social and Emotional Learning: Research, Practice, and Policy, 100170. https://doi.org/10.1016/j.sel.2025.100170
35. McKown, C., Russo‐Ponsaran, N., & Karls, A. (2023). Web‐based assessment of social and emotional competence in the late elementary grades. Social Development, 32(1), 73-97.
36. https://doi.org/10.1111/sode.12641
37. Meskill, C., Guo, D., Wang, F., & Ramos, R. L. M. (2024). Qualitative online interviews: Voices of applied linguistics researchers. Research Methods in Applied Linguistics, 3(3), 100130. https://doi.org/10.1016/j.rmal.2024.100130.
38. Mukhemar, R., Affouneh, S., & Burgos, D. (2025). Technology-enabled social-emotional learning for university educators: A systematic review. Frontiers in Education, 10, 1655634. https://doi.org/10.3389/feduc.2025.1655634.
39. National University. (2022). What is Social Emotional Learning (SEL): Why ItMatters. Retrieved April 26, 2025 at 5:00 PM. https://www.nu.edu/blog/social-emotional-learning- sel-why-it-matters-for-educators.
40. Näslund-Hadley, E., Mateo-Berganza, M., Santos, H. et al. (2024). Socioemotional Learning in Early Childhood Education: Experimental Evidence from the Think Equal Program’s Implementation in Colombia. Early Childhood Educ J 52, 1135–1148.
41. https://doi.org/10.1007/s10643-023-01503-w.
42. Rivers, S. E., & Bertoli, M. C. (2024). Using games to ignite teens’ civic and social and emotional learning. Frontiers in Education, 9, 1322721. https://doi.org/10.3389/feduc.2024.1322721.
43. School Mental Health Study. (2025). A qualitative exploration of contextual factors within schools impacting emotional wellbeing. School Mental Health, 17, 486–494.
44. SEL Research, Practice, and Policy. (2026). Navigating social and emotional learning evidence in a polarized socio-political environment: A qualitative pilot study.
45. https://doi.org/10.1016/j.sel.2025.100170.
46. Sindiani, M., Schroeder, H. B., & Dunsky, A. (2025). Social-emotional learning in physical education classes at elementary schools. Frontiers in Psychology, 16, 1499240.
47. https://doi.org/10.3389/fpsyg.2025.1499240.
48. Talvio, M., & Vuorinen, J. (2026). Enhancing Social and Emotional Learning: Insights from Student Teacher Reflections in the UAE and Finland. BehavioralSciences, 16(1),88.
49. https://doi.org/10.3390/bs16010088
50. Think Equal (2019) Program Implementation guide. Think Equal Organization.
51. https://thinkequal.org/wp-content/uploads/sites/4/2019/04/THINK-EQUAL-Early-Years- Framework-Summary-updated-2019.pdf
52. Zhao, Y., & Sang, B. (2025). The Effect of Social–Emotional Learning Programs on Elementary and Middle School Students’ Academic Achievement: A Meta-Analytic Review. Behavioral Sciences, 15(11), 1527. https://doi.org/10.3390/bs15111527.
2. الجابري، أحمد؛ الكريم، راشد. (2024). تصورات معلمي اللغة الإنجليزية بالمرحلة المتوسطة عن التعلم الاجتماعي العاطفي، المجلة العربية للعلوم التربوية والنفسية، 8(36): 71-94.
3. السامرائي، مهدي. (2021). الذكاء الاجتماعي. عمان، الاردن: دار اليازوري العلمية للنشر والتوزيع .
4. جودت عزت عبد الهادى. (2007). نظريات التعلم وتطبيقاتها التربوية. عمان: الدار العلمية الدولية ودار الثقافة للنشر والتوزيع.
5. خوري، نسرين بشير، و أبو غزال، معاوية محمود. (2025). أثر برنامج تدريبي مستند إلى التعلم الاجتماعي العاطفي والفاعلية الذاتية التدريسية لدى معلمي المرحلة الابتدائية داخل الخط الأخضر. المجلة التربوية الأردنية، 10:523-547.
6. Afyare, A. (2024). The Effects of Social and Emotional Learning on Student Well-being. International Journal of Environmental Sciences. (11):4485-4505. https://theaspd.com/index.php/ijes/article/view/8022.
7. Aqtam, I., Ayed, A., Alfuqaha, O. A., & Shouli, M. (2025). Stress and resilience of nursing students in clinical training during political violence: A Palestinian perspective. PLoS ONE, 20(6), e0304757. https://doi.org/10.1371/journal.pone.0304757.
8. Bailey, C. (2020). Think Equal early years programme: Evaluation report (USA preschool implementation). Yale University, Yale Center for Emotional Intelligence. https://thinkequal.org/wp-content/uploads/2022/05/TE-Impact-Studies-Summary- 2020.pdf.
9. Brandão de Souza, C., & Jacomuzzi, A. C. (2025). The role of university professors emotional competencies in students’ academic and psychological well-being: A systematic review. Education Sciences, 15(7), 882. https://doi.org/10.3390/educsci15070882.
10. Brill, K., McGuinness, C., & Nordstokke, D. (2025). Relations between a social emotional learning (SEL) program and changes in resilience, self-esteem, and psychological flourishing in a youth sample. Discover Mental Health, 5(1), 43. https://doi.org/10.1007/s44192-025- 00173-x
11. CASEL (2025). Safe and sound: An educational leader's guide to evidence-based social and emotional learning (SEL) programs. Collaborative for Academic, Social, and Emotional Learning. Retrieved April 1, 2026, from https://casel.org/safe-and-sound-guide-to-sel- programs/?view=1.
12. Chen, J. J. (2024). An integrated approach to social and emotional teaching (SET): A qualitative study of the beliefs and practices of preschool teachers in the United States. Early Childhood Education Journal, 54, 175–191. doi:10.1007/s10643-024-01803-9.
13. Cong-Lem, N. (2023). Emotion and its relation to cognition from Vygotsky’s perspective. European Journal of Psychology of Education, 38(2), 865–880. https://doi.org/10.1007/s10212-022-00624-x.
14. DiPerna, J. C., Hart, S. C., Lei, P.-W., Sun, T., Zhao, H., Husmann, K., & Li, X. (2026). Examining the effectiveness of a universal social–emotional learning program in second-grade classrooms. School Psychology, 41(1), 41–53. https://doi.org/10.1037/spq0000704.
15. Emmett, S., Reeder, L., Turville, C., Schneider, K., & Bailey, C. (2021). Australian Randomised Control Trial: Think Equal Early Childhood Program. Federation University Australia & Yale University, Yale Center for Emotional Intelligence. https://thinkequal.org/wp- content/uploads/2022/06/Yale-Australian-RCT-2021.pdf
16. Eriksen, E. V., Tharaldsen, K. B., & Bru, E. (2025). Social–emotional learning and academic engagement: A qualitative study among lower secondary school students. International Journal of School & Educational Psychology, 13(4), 294–306.
17. https://doi.org/10.1080/21683603.2025.2546301.
18. Frazier, T., Rosenstein, S., Elkoin, O., Marushchenko, O., & Rudzynska, N. (2025). Voices of teachers: A qualitative analysis of the feasibility and perceptions of SEE learning. Conflict and Health, 19(47). https://doi.org/10.1186/s13031-025-00688-8.
19. Ha, N., Byun, S., Lang, S., & Jeon, L. (2025). Qualitative study on social-emotional learning for teachers (SELF-T). European Early Childhood Education Research Journal, 33(4), 727– 741. https://doi.org/10.1080/1350293X.2024.2425947.
20. Hadley ,E, Berganza, M, Santos, H., Cabra, & Vélez, L. ( 2024 ). Socioemotional Learning in Early Childhood Education: Experimental Evidence from the Think Equal Program's Implementation in Colombia. Early Childhood Education Journal, 52(6):1135–1148.
21. https://doi.org/10.1007/s10643-023-01503-w
22. Hövel, D. C., Röösli, P., Jurkic, A., Nideröst, M., Link, P.-C., & Sticca, F. (2025). Social- Emotional Learning (SEL) and Its Impact on Teacher Stress, Self-Efficacy, and Attitudes Towards Inclusion: Longitudinal Insights from the StaFF-BL Project. Behavioral Sciences, 15(11), 1511. https://doi.org/10.3390/bs15111511.
23. Hua, L., Zhang, Z., & Wang, H. (2025). How social–emotional learning promotes reading
24. achievement? A systematic review of mechanisms and instructional design. Frontiers in Psychology, 16, 1631429. https://doi.org/10.3389/fpsyg.2025.1631429.
25. Kim, E. K., Allen, J. P., & Jimerson, S. R. (2024). Supporting student social emotional learning and development. School Psychology Review, 53(3), 201–207.
26. https://doi.org/10.1080/2372966X.2024.2346443
27. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
28. Lumgair, H. (2019). Think Equal early years programme: Framework summary. Think Equal. Edited and revised by Paulson, ALondon, UK: Think Equal. https://thinkequal.org/wp-content/uploads/sites/4/2019/04/THINK-EQUAL-Early- Years-Framework-Summary-updated-2019.pdf
29. Mahoney, J , Ausdal, K, Domitrovich,C. (2024). A systemic approach to integrating social emotional and academic development: Implications for practice and policy. Educational Researcher, 53(3), 123-135. https://psycnet.apa.org/buy/2020-74076-001
30. Manchanda, S., Ballard, A., Golshirazi, M., Morales, S., & Ramos, N. (2025). Advancing Equity Through Transformative SEL: Insights from Preservice Secondary STEM Teachers. Education Sciences, 15(12), 1583. https://doi.org/10.3390/educsci15121583
31. Mao, Y. (2017). Intercoder reliability techniques: holsti method. In The sage encyclopedia of communication research methods, SAGE Publications, Inc, 4:741-743.
32. https://doi.org/10.4135/9781483381411.n273.
33. Massa, A. (2022). Evaluation of the think equal programme across multiple contexts. Think Equal Foundation.https://thinkequal.org/wp-content/uploads/2022/05/TE-Impact-Studies- Summary-2020.pdf.
34. McCarthy, M. F., Herskowitz, E. A., Barnes, S. P., Ng, Z. J., Ha, C., & Cipriano, C. (2025). Navigating social and emotional learning evidence in a polarized socio-political environment: A qualitative pilot study of SEL stakeholders. Social and Emotional Learning: Research, Practice, and Policy, 100170. https://doi.org/10.1016/j.sel.2025.100170
35. McKown, C., Russo‐Ponsaran, N., & Karls, A. (2023). Web‐based assessment of social and emotional competence in the late elementary grades. Social Development, 32(1), 73-97.
36. https://doi.org/10.1111/sode.12641
37. Meskill, C., Guo, D., Wang, F., & Ramos, R. L. M. (2024). Qualitative online interviews: Voices of applied linguistics researchers. Research Methods in Applied Linguistics, 3(3), 100130. https://doi.org/10.1016/j.rmal.2024.100130.
38. Mukhemar, R., Affouneh, S., & Burgos, D. (2025). Technology-enabled social-emotional learning for university educators: A systematic review. Frontiers in Education, 10, 1655634. https://doi.org/10.3389/feduc.2025.1655634.
39. National University. (2022). What is Social Emotional Learning (SEL): Why ItMatters. Retrieved April 26, 2025 at 5:00 PM. https://www.nu.edu/blog/social-emotional-learning- sel-why-it-matters-for-educators.
40. Näslund-Hadley, E., Mateo-Berganza, M., Santos, H. et al. (2024). Socioemotional Learning in Early Childhood Education: Experimental Evidence from the Think Equal Program’s Implementation in Colombia. Early Childhood Educ J 52, 1135–1148.
41. https://doi.org/10.1007/s10643-023-01503-w.
42. Rivers, S. E., & Bertoli, M. C. (2024). Using games to ignite teens’ civic and social and emotional learning. Frontiers in Education, 9, 1322721. https://doi.org/10.3389/feduc.2024.1322721.
43. School Mental Health Study. (2025). A qualitative exploration of contextual factors within schools impacting emotional wellbeing. School Mental Health, 17, 486–494.
44. SEL Research, Practice, and Policy. (2026). Navigating social and emotional learning evidence in a polarized socio-political environment: A qualitative pilot study.
45. https://doi.org/10.1016/j.sel.2025.100170.
46. Sindiani, M., Schroeder, H. B., & Dunsky, A. (2025). Social-emotional learning in physical education classes at elementary schools. Frontiers in Psychology, 16, 1499240.
47. https://doi.org/10.3389/fpsyg.2025.1499240.
48. Talvio, M., & Vuorinen, J. (2026). Enhancing Social and Emotional Learning: Insights from Student Teacher Reflections in the UAE and Finland. BehavioralSciences, 16(1),88.
49. https://doi.org/10.3390/bs16010088
50. Think Equal (2019) Program Implementation guide. Think Equal Organization.
51. https://thinkequal.org/wp-content/uploads/sites/4/2019/04/THINK-EQUAL-Early-Years- Framework-Summary-updated-2019.pdf
52. Zhao, Y., & Sang, B. (2025). The Effect of Social–Emotional Learning Programs on Elementary and Middle School Students’ Academic Achievement: A Meta-Analytic Review. Behavioral Sciences, 15(11), 1527. https://doi.org/10.3390/bs15111527.
التنزيلات
منشور
2026-06-25
كيفية الاقتباس
د. أحمد ندى, د. صابرين مطاوع, & د. علياء العسالي. (2026). تجارب معلمي المرحلة الأساسية الدنيا في تطبيق برنامج Think Equal: (دراسة نوعية في التعلم الاجتماعي العاطفي(SEL) في مدارس وكالة الغوث الدولية في فلسطين). International Journal on Humanities and Social Sciences, (72), 61–82. https://doi.org/10.33193/IJoHSS.72.2026.942
إصدار
القسم
المقالات
