This study examines the need for a social-emotional learning program that integrates computational thinking skills to enhance primary school students' social-emotional learning. Firstly, it explores the current status and development of social-emotional learning in education, as well as the challenges faced in promoting SEL. Additionally, the study investigates the potential of computational thinking to support social-emotional learning. Based on this exploration, the study introduces the COMPUSEL project, which aims to integrate social-emotional development with computational thinking to improve problem-solving skills and deepen students' understanding of their own emotions and those of others. As part of this project, the study will produce innovative curriculum materials for social-emotional learning that incorporate computational thinking skills, including training materials such as creative digital stories and a teacher handbook to support their professional development. Social-emotional learning (SEL) belongs to the process in which individuals learn and acquire a set of social, emotional, and related skills, attitudes, behaviours, and values and has been defined in varied ways. This set of skills supports and helps direct their thoughts, feelings, and actions enabling them to achieve success in such places as schools and in life. The definitions have flexible scope and the focus of SEL interventions vary with emphasis on cognitive regulation and executive functioning skills necessary to the mental processes which are required to focus, plan, and control behavioural responses. According to CASEL (Collaborative for Academic, Social, and Emotional Learning, 2003, 2012, 2013, 2016), social emotional learning is a process that supports individuals in acquiring essential life skills, like recognizing and regulating emotions, demonstrating empathy as well as compassion towards other people, building positive relationships, exhibiting accountability in decision-making, and responding to challenging situations constructively and ethically (CASEL, 2013). The five fundamental elements of SEL comprise self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. There are many ways of categorising SEL skills and competencies according to a careful analysis of SEL research which consists of content analysis of common SEL frameworks (Jones, Bailey, Brush & Nelson, 2018), programs (Jones & Kahn, 2017), and measurement tools (Jones et al., 2016). Six broad domains of SEL were identified: cognitive, emotion, social, values, perspectives, and identity. SEL, in this case, refers to a set of skills which are indispensable to achieve success in schools, the workplace and relationships. The term has been used by psychologists and neuroscientists when approaching situations such as effortful control, emotion regulation, prosocial skills, aggressive behaviour problems or many types of educational interventions (e.g., bullying prevention, character education, conflict resolution, social skills training). Increasingly, SEL competencies are being acknowledged as a vital part of education, complementing academic skills. Developing SEL competencies in schools is crucial as it can positively affect students' academic performance, social skills, and mental health outcomes (Zins & Elias, 2007). SEL helps students acquire important life skills such as emotional regulation, empathy, and communication, which can enhance their personal and professional relationships (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). Additionally, SEL can contribute to creating a positive school climate and foster a feeling of inclusiveness among both students and staff members. Ultimately, SEL is about providing students with the necessary resources to excel academically, socially and emotionally, not only in school but also in their future lives.

Social-emotional learning; computational thinking; primary education