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All Journal International Journal of Evaluation and Research in Education (IJERE)
Cathy Mae Toquero
Mindanao State University
Education

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Social emotional learning in artificial intelligence-driven education: a bibliometric and strengths, weaknesses, opportunities, and threats analysis Fatin Syamilah Che Yob; Rita Wong Mee Mee; Emily Abd Rahman; Lim Seong Pek; Wong Yee Von; Cathy Mae Toquero; Karen Joy B. Talidong
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.39318

Abstract

The rapid integration of artificial intelligence (AI) into education has transformed how social emotional learning (SEL) is conceptualized, yet a comprehensive understanding of it is research trajectory and strategic implications remains limited. This study addresses this gap by examining influential SEL research within AI-driven educational contexts. A mixed analytical approach was employed, combining bibliometric performance analysis and strengths, weaknesses, opportunities, threats (SWOT) analysis. Using the Scopus database, publications from 2016-2025 were systematically identified according to PRISMA procedures, and the 10 most-cited articles were selected for in-depth evaluation. The findings reveal three dominant research orientations: critical policy discourse, pedagogical integration of SEL, and emerging AI-driven innovations. The SWOT analysis highlights strengths in AI-enabled personalization and engagement, as well as opportunities for adaptive emotional learning environments. However, weaknesses related to limited empirical validation and threats concerning ethical risks, emotional surveillance, and algorithmic bias persist. The study concludes that while AI presents transformative potential for SEL, its implementation must remain human-centered and ethically grounded. These findings offer important implications for educators, policymakers, and future research in developing responsible AI-supported SEL frameworks.
Co-Authors Emily Abd Rahman Fatin Syamilah Che Yob Karen Joy B. Talidong Lim Seong Pek Rita Wong Mee Mee Wong Yee Von