Enhancing socio-emotional learning and mental health through computational thinking: a cross-cultural analysis of the COMPUSEL programme

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dc.authoridŞahin, Çavuş / 0000-0002-4250-9898
dc.authoridŞahin Taşkın, Çiğdem / 0000-0002-6341-5380
dc.contributor.authorCandeias, Adelinda
dc.contributor.authorFelix, Adriana
dc.contributor.authorDumitrache, Anisoara
dc.contributor.authorAlmasan, Beatrice
dc.contributor.authorGencel, İlke Evin
dc.contributor.authorZadworna, Magdalena
dc.contributor.authorKossakowska, Karolina
dc.contributor.authorŞahin, Çavuş
dc.contributor.authorŞahin Taşkın, Çiğdem
dc.date.accessioned2025-05-29T02:57:25Z
dc.date.available2025-05-29T02:57:25Z
dc.date.issued2025
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractPurpose The COMPUSEL curriculum is designed to enhance primary school students' five core Socio-emotional (SEL) competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) and mental health by incorporating computational thinking. This study evaluates the curriculum's impact across five European countries (Greece, Poland, Portugal, Romania, and Turkey), analyzing cultural differences in its implementation.Methodology A quasi-experimental research design was employed to examine the curriculum's impact. The piloting process included a training seminar for teachers, after which a volunteer teacher was selected to implement the curriculum. The curriculum featured digital stories and a comprehensive guide for teachers, which outlines the COMPUSEL learning model and provides guidance for effective implementation. Data were collected from 113 students through pre-test and post-test evaluations, without the use of a control group.Findings The findings revealed statistically significant differences across all dimensions in Greece, Turkey, and Poland. In Portugal, significant differences were noted in four dimensions, with the exception of responsible decision-making. Conversely, no statistically significant differences were observed in any dimension in Romania.Conclusion The COMPUSEL project's curriculum is designed to streamline planning and offer flexible models that promote sustainable education, catering to diverse student needs. By integrating digital storytelling and computational thinking into SEL, the curriculum provides a holistic approach that equips students with essential 21st-century life skills. The study also highlighted the varied cultural effects on the curriculum's implementation across different countries. These cultural variations may have influenced the demonstration of the curriculum's overall effectiveness, yet the research confirms that the COMPUSEL curriculum is effective in most participating countries.
dc.description.sponsorshipEuropean Commission [2021-1-TR01-KA220-SCH-000031609]; Foundation for Science and Technology [UIDP/04923]
dc.description.sponsorshipThe author(s) declare that financial support was received for the research and/or publication of this article. This research is funded by the European Commission under the Erasmus+ program, COMPUSEL: Computational Thinking in Enhancing Primary Students' Social-Emotional Learning Skills, project no: 2021-1-TR01-KA220-SCH-000031609. The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. For the Portuguese team, this work was funded nationally through the Foundation for Science and Technology, under the project UIDP/04923.
dc.identifier.doi10.3389/fpsyg.2025.1480731
dc.identifier.issn1664-1078
dc.identifier.pmid40351580
dc.identifier.scopus2-s2.0-105005086183
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.3389/fpsyg.2025.1480731
dc.identifier.urihttps://hdl.handle.net/20.500.12428/30055
dc.identifier.volume16
dc.identifier.wosWOS:001484362800001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherFrontiers Media Sa
dc.relation.ispartofFrontiers In Psychology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20250529
dc.subjectsocial-emotional learning
dc.subjectcomputational thinking
dc.subjectmental health
dc.subjectdigital stories
dc.subjecteducational intervention
dc.titleEnhancing socio-emotional learning and mental health through computational thinking: a cross-cultural analysis of the COMPUSEL programme
dc.typeArticle

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