ISLAMIC SOCIAL–EMOTIONAL LEARNING INTERVENTIONS AND STUDENT WELL-BEING: A PRISMA 2020 MIXED-METHODS SYSTEMATIC REVIEW

Abstract

Evidence on Islamic Social–Emotional Learning (Islamic SEL) interventions remains fragmented. This PRISMA 2020-oriented mixed-methods review maps program components, student outcomes, implementation, and evidence quality. The verified corpus includes 14 intervention reports, mainly from Indonesian madrasahs, pesantren, schools, and universities. Findings are most consistently favorable for emotion regulation, anxiety/stress reduction, self-regulation, and resilience, whereas psychological well-being and happiness are mixed. Islamic SEL appears promising when spiritual values are translated through structured pedagogy, but stronger controlled, multisite, and follow-up studies are needed.