A Systematic Review of Technology-supported Social-emotional Learning Interventions in School Contexts: Insights from the Usefulness Framework

Abstract

Social-emotional competencies are increasingly recognized as essential, leading to growing school-based SEL interventions. As educational technologies advance, their use in SEL has expanded, creating a need to examine their roles. This review analyzed 39 studies of technology-supported SEL using the usefulness framework, focusing on research characteristics, technology use, outcomes, and moderating factors. Findings show an emerging interdisciplinary field concentrated in limited regions and mainly focused on K–12 settings. Five technology types were identified: web-based platforms, digital games and gamified systems, immersive technologies, mobile applications, and artificial intelligence. These tools support SEL by improving learning environments, delivery, assessment, and opportunities for authentic or virtual social interaction. Overall, interventions reported positive effects on social-emotional competencies, academic outcomes, and mental health, shaped by individual, intervention, and environmental factors. Future research could expand geographic diversity, integrate multiple SEL frameworks, combine digital and traditional data, and develop longitudinal, personalized, and systematic interventions that integrate school, family, and community.