Social-emotional learning (SEL) is a process of acquiring skills regarding intrapersonal and interpersonal functioning. CASEL, a framework that encountered the widest global acceptance, defines it as a process through which individuals develop self-awareness, self-control, social awareness, relationship skills and responsible decision-making, which are necessary for success in various aspects of life (CASEL, 2023; Durlak et al., 2024). Socio-emotional skills not only enhance academic performance but are also consistently associated with greater mental health, success in a professional career, and overall life satisfaction (Denham, 2018; Durlak et al., 2024). As society becomes increasingly complex and interconnected, the importance of SEL has grown, with SEL expanding from the US to other continents—Europe being included (i.e., Carmel et al., 2018; Humphrey, 2013; the ENSEC Network).

Digital technologies, including social media, add to the aforementioned complexity. Although many research papers explore the impact of social media on various aspects of the functioning of the youth, including their mental health, self-perception, identity development and relationships (Davis & Weinstein, 2017; Durlak et al., 2024; Huang, 2024; Rodríguez-deArriba et al., 2023; Shankleman et al., 2021), SEL hasn’t been translated into the digital context yet. Traditional SEL frameworks primarily emphasise face-to-face interactions, and even when there is an attempt to apply those frameworks to the online context, it is mostly done through mere “mirroring” (Cebollero-Salinas et al., 2022; Fernández-Martín et al., 2022).

Some researchers advocate the need to perceive the digital context as a qualitatively different environment from the offline context due to its authentic characteristics (i.e., the “Transformation Framework" by Nesi et al., 2018a; 2018b), treating them as different cultures (Vygotsky, 1978). Taking that the digital context is qualitatively different from the offline context, Nesi and her co-researchers posit that relationships maintained and established via social media are altered with respect to those differences (Nesi et al., 2018a; 2018b). This perspective is in line with Vygotsky’s sociocultural theory (1978), which posits that learning, as well as identity development and interpersonal relationships, are fundamentally social processes, deeply rooted in the interactions between individuals and their cultural contexts.

Perceiving learning not merely as an individual act but as a collaborative endeavour that is influenced by the cultural and social environment in which it occurs (Vygotsky, 1978) brings out the question of how universal socio-emotional learning is, especially due to its nature that deeply depends on the affective and social domain. The qualitative differences between offline and online cultures suggest that SEL, as another learning process, cannot be universally understood without consideration of these distinct environments. As social media continues to evolve and permeate daily life, it is crucial to investigate how these platforms influence the learning and expression of socio-emotional skills of the youth. This study aims to fill this literature gap by qualitatively exploring the process of socio-emotional learning within social media contexts, utilising the critical incident technique to capture rich, nuanced accounts of adolescents’ experiences. By examining these critical incidents, this research will contribute valuable insights into how SEL occurs in digital spaces, ultimately informing educators and policymakers about effective strategies for fostering socio-emotional development in an increasingly digital world.

This study will employ a mixed-methods design and is exploratory, aiming to examine the processes of socio-emotional learning (SEL) in social media contexts. Given that adolescents are the most frequent users of social media platforms (Nesi et al., 2018a; 2018b) and possess a developed capacity for introspection (Denham, 2018), this study will focus on exploring the online SEL of adolescents. Participants will be selected using a quantitatively validated scale that measures SEL competencies in offline settings, sourced from the SPECTRUM base (2025). This scale will help identify individuals with varying levels of socio-emotional skills, ensuring a diverse sample that reflects different experiences and perspectives. Once participants are selected, the study will utilise the critical incident technique (CIT) to gather rich, detailed accounts of their learning processes in social media environments. Participants will reflect on specific incidents they believe significantly influenced their socio-emotional development while interacting online. One of the key advantages of CIT is its focus on critical incidents—events that participants believe are causally linked to their emotional and social growth. Through reflections on these moments, it is possible to uncover patterns and themes that reveal how social media influences SEL processes (Butterfield et al., 2005). This approach not only highlights individual experiences but also facilitates comparisons across participants, allowing for a deeper understanding of how offline SEL competencies may translate into online contexts. Although the analysis of the described critical incidents will be done qualitatively, it will also be conducted with keeping in mind scores achieved on the scale of SEL. This comparison between participants will facilitate an understanding of how offline competencies translate into online contexts and highlight discrepancies or developments in socio-emotional skills. By examining patterns and themes within the narratives, it’s possible to uncover the nuanced ways in which social media influences SEL and whether the learning process occurs in qualitatively different ways. An essential aspect of this study is its participative nature. To enhance its validity, a peer-review panel comprised of the youth, the experts in this yet unexplored research field, will be established. This panel will provide feedback at key stages of the study, such as formulation of interview questions for the CIT, data analysis, and interpretation of findings. Their insights will ensure that multiple perspectives inform the research process, ultimately enriching the study's outcomes and enhancing its credibility.

Considering the exploratory nature of this research, the main expected outcome is to gain a deeper understanding of the process of SEL in the online context of social media. Formulated as specific hypothesis, the expected outcomes are the following: Hypothesis 1: There will be qualitative differences in learning social and emotional skills in online versus offline environments, suggesting that social media presents unique challenges and opportunities for emotional and social skill development. In other words, social and emotional competencies in which SEL results will show qualitative differences in the online and offline context, expressing the need for a specialised online SEL framework. Hypothesis 2: Adolescents who exhibit higher levels of socio-emotional competencies in offline settings will report more constructive and adaptive socio-emotional learning experiences in social media contexts compared to those with lower SEL scores. Hypothesis 3: Critical incidents identified by participants will reveal significant themes related to both positive and negative impacts of social media on their socio-emotional development, indicating that online interactions can facilitate or hinder the process of SEL. Hypothesis 4: The involvement of the peer-review panel will benefit participating adolescents by deepening their understanding of their own usage of social media in terms of social and emotional skills.

Butterfield, L. D., Borgen, W. A., Amundson, N. E., & Maglio, A.-S. T. (2005). Fifty years of the critical incident technique: 1954-2004 and beyond. Qualitative Research, 5(4), 475–497. https://doi.org/10.1177/1468794105056924 CASEL. (2023). Advancing Social and Emotional Learning. Casel.org. https://casel.org/ Cefai, C.; Bartolo P. A.; Cavioni. V; Downes, P. (2018). Strengthening Social and Emotional Education as a core curricular area across the EU. A review of the international evidence, NESET II report, Luxembourg: Publications Office of the European Union. doi: 10.2766/664439 Davis, K., & Weinstein, E. (2017). Identity Development in the Digital Age. Identity, Sexuality, and Relationships among Emerging Adults in the Digital Age, 1–17. https://doi.org/10.4018/978-1-5225-1856-3.ch001 Denham, S. (2018). Keeping SEL Developmental: The Importance of a Developmental Lens for Fostering and Assessing SEL Competencies. Framework Briefs: Special Issues Series.97. Retrieved from https://measuringsel.casel.org/wp-content/uploads/2018/11/FrameworksDevSEL.pdf Durlak, J. A., Domitrovich, C. E., & Mahoney, J. L. (2024). Handbook of Social and Emotional Learning. Guilford Publications. ENSEC. (2024). Ensec. https://www.enseceurope.com/. https://www.enseceurope.com/ Fernández-Martín, F., Moreno-Guerrero, A., Marín-Marín, J., & Romero-Rodríguez, J. (2022). Adolescents’ Emotions in Spanish Education: Development and Validation of the Social and Emotional Learning Scale. Sustainability, 14(7), 3755. https://doi.org/10.3390/su14073755 Huang, C. (2024). Exploring the Innovative Path of Cultivating Social-Emotional Competence of Adolescents in the Digital Era. Scientific and Social Research, 6(5). https://ojs.bbwpublisher.com/index.php/SSR Nesi, J., Choukas-Bradley, S., & Prinstein, M. J. (2018a). Transformation of adolescent peer relations in the social media context: Part 1—a theoretical framework and application to dyadic peer relationships. Clinical Child and Family Psychology Review, 21(3), 267–294. https://doi.org/10.1007/s10567-018-0261-x Nesi, J., Choukas-Bradley, S., & Prinstein, M. J. (2018b). Transformation of Adolescent Peer Relations in the Social Media Context: Part 2—Application to Peer Group Processes and Future Directions for Research. Clinical Child and Family Psychology Review, 21(3), 295–319. https://doi.org/10.1007/s10567-018-0262-9 Rodríguez-deArriba, M.-L., Nocentini, A., Menesini, E., Del Rey, R., & Sánchez-Jiménez, V. (2023). Does Online Jealousy Lead to Online Control in Dating Adolescents? The Moderation Role of Moral Disengagement and Socio-Emotional Competence. Youth & Society, 55(4), 652–672. https://doi.org/10.1177/0044118X221106499 Shankleman, M., Hammond, L., & Jones, F. W. (2021). Adolescent Social Media Use and Well-Being: A Systematic Review and Thematic Meta-synthesis. Adolescent Research Review, 6(4). https://doi.org/10.1007/s40894-021-00154-5 SPECTRUM database. (2025). EEF; education-endowment-foundation. https://educationendowmentfoundation.org.uk/spectrum-essential-skills-and-non-academic-outcomes/spectrum-database