#1142: Bridging Hearts and Minds: A Scoping Review of Reciprocal Relationships Between Social-Emotional Skills and Socioscientific Issues-Based Learning

This scoping review maps the integration of Social and Emotional Learning (SEL) with Socioscientific Issues-Based Learning (SSI-L). Following a systematic search of three databases, 57 empirical studies from East Asia/Southeast Asia, Europe, and North America met inclusion criteria. All 57 studies measured SEL outcomes; 50 (88%) embedded deliberate SEL integration—26 (52%) explicit (targeting named SEL skills), 24 (48%) implicit (SEL emerged as byproduct). Social Awareness and Responsible Decision-Making dominated both integration design and reported outcomes, while a pronounced intrapersonal gap—Self-Awareness targeted in only 54% of explicit and 17% of implicit studies; Self-Management in 50% versus 21%—is explained through Bandura's (2001, 2023) distinction between personal and collective agency. The review calls for deliberate intrapersonal scaffolding in SSI-L design, longitudinal methodologies, and validated instruments for measuring intrapersonal SEL in SSI contexts.