An investigation on using English language as a medium of instruction on educators’ social and emotional learning (SEL) competencies in selected universities in Malaysia

Social and Emotional Learning (SEL) is a globally recognized educational approach that fosters essential skills such as emotional awareness, communication, and interpersonal relationships. These competencies are particularly important in English as a Medium of Instruction (EMI) contexts, where emotion, identity, and relationships are maintained through English. In this regard, this study aimed to investigate the integration of SEL within EMI to better equip educators for effective teaching. Specifically, this study investigates the extent to which educators in Malaysian tertiary institutions practicing SEL, examines the influence of SEL practices on their instructional approaches, and explores the challenges they encounter. A mixed-methods approach was employed, combining questionnaires for quantitative data and semi-structured interviews for qualitative insights. Data were analyzed using IBM SPSS 26 and NVivo 12, examining the six key variables based on AFH, SEL, and EI theories: Understanding Emotions, Managing Emotions, Relationship Skills, Decision-Making Skills, Incorporating Functional Emotional Strategies, and Promoting Social Emotional Support. Findings revealed that lecturers actively practice SEL skills (M = 4.51– 4.63) by observing and responding to students’ emotions (using questions and body language cues), fostering positive relationships, and adjusting their teaching methods according to students’ emotional needs in EMI classrooms. Educators with strong SEL competencies, especially in relationship skills and decision-making skills, are more likely to incorporate functional emotional strategies and promote social-emotional support. Gender and teaching experience had no significant impact, though mid-career lecturers showed slightly higher engagement in SEL practices. Qualitative insights complemented the survey findings by highlighting practical challenges, including student-related issues such as reluctance and misbehavior, educator-related constraints such as limited time and heavy workload, and institutional barriers such as insufficient support and limited resources. Overall, the study highlights the importance of SEL competencies among lecturers in enhancing teaching effectiveness and creating emotionally supportive EMI learning environments. The findings have important implications for policymakers, curriculum designers, and educators, suggesting the need to systematically embed SEL competencies into EMI policies, teacher training programs, and higher education curricula to support emotionally responsive teaching and enhance learning outcomes in tertiary EMI contexts.