Abstract

Social-emotional abilities are essential competencies for teachers, and structured instructional interventions may support their systematic development in teacher education. Therefore, the purposes of this study were (1) to develop a learning module to enhance social-emotional abilities among pre-service teachers at Guangxi Modern Vocational and Technical College and (2) to examine the effects of implementing the developed learning module. The participants were 48 first-year students majoring in Primary Education, selected using cluster random sampling. The research instruments included a learning module based on anchored teaching, a Social and Emotional Ability Situational Test, and a student satisfaction questionnaire. The data were analyzed using descriptive statistics and paired-sample t-tests. The results of the study showed that students’ overall social-emotional abilities significantly improved after the implementation of the learning module, with notable gains in self-management, social interaction abilities, and responsible decision-making, while student satisfaction with the learning module was at a very high level. The findings contribute to teacher education by providing empirical evidence that social-emotional abilities can be effectively enhanced through a structured, module-based instructional approach.

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