Exploring the social-emotional learning skills of university students in digital and ai-enhanced learning environments

The integration of digital technologies and AI has significantly influenced learning and teachings, and they have been shaping new circumstances in the educational realm. This study explores the social-emotional learning (SEL) skills and experiences of students within a foundational higher education institution whose courses are equipped with digital and AI tools. The research addresses a notable gap in the literature by investigating how using digital and AI tools shapes university students' SEL skills and, indirectly, academic successes. This qualitative research is a case study that has two primary aims: (1) to explore the SEL skills of university students and, depending on this, their academic success in digital and AI-enhanced learning environments and (2) to understand how teaching strategies that use digital and AI tools shape SEL. Collaborative for Academic, Social, and Emotional Learning constructed the study's theoretical framework, so students' SEL skills were investigated through self-awareness, self-management, social awareness, relationship skills, and responsible decision-making competencies. Data were collected through semi-structured interviews with twelve students and six faculty members, who were conveniently and intentionally chosen among those who already have been involved in digital and AI-enhanced learning. The study employs thematic analysis, and it was found that although there are very few negative statements, students' SEL skills and academic performance are majorly positively influenced by the use of digital and AI tools in learning and teaching environments. Keywords: CASEL, Digital and AI-enhanced Learning, Social and Emotional Learning.