Social and Emotional Learning in Online University Education for the Japanese Youth Trapped by Social Norms

1
Yokota, Kazuko
Yokota, Kazuko
2
Yokota
Yokota
3
Maruyama
Maruyama
4
Hideki
Hideki
1 Sophia University

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Japanese schools have long provided a well-balanced education system that develops children’s cognitive skills as well as their emotional and physical skills. However, the system has an orientation that emphasizes having children adhere to the Japanese social norms and punishes those who choose to deviate. With the recent focus on Social and Emotional Learning (SEL) in educational research and practice, will Japanese children be able to live their own lives in a 21st century society full of change and diversity? This paper aims to find out how to liberate students affected by the formal education at universities, the last stage of schooling. Using practices at a Japanese university as a case study, the paper describes how multicultural SEL creates the meaningful learning that is uniquely for their own through the students’ internal and external worlds and the back-and-forth between the two.

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No external funding was declared for this work.

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The authors declare no conflict of interest.

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No ethics committee approval was required for this article type.

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Yokota, Kazuko. 2026. \u201cSocial and Emotional Learning in Online University Education for the Japanese Youth Trapped by Social Norms\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 22 (GJHSS Volume 22 Issue G7): .

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Online Japanese youth social-emotional learning through university education.
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GJHSS Volume 22 Issue G7
Pg. 57- 66
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Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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GJHSS-G Classification: DDC Code: 372.11020973 LCC Code: LB1776
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v1.2

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June 27, 2022

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English

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Japanese schools have long provided a well-balanced education system that develops children’s cognitive skills as well as their emotional and physical skills. However, the system has an orientation that emphasizes having children adhere to the Japanese social norms and punishes those who choose to deviate. With the recent focus on Social and Emotional Learning (SEL) in educational research and practice, will Japanese children be able to live their own lives in a 21st century society full of change and diversity? This paper aims to find out how to liberate students affected by the formal education at universities, the last stage of schooling. Using practices at a Japanese university as a case study, the paper describes how multicultural SEL creates the meaningful learning that is uniquely for their own through the students’ internal and external worlds and the back-and-forth between the two.

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Social and Emotional Learning in Online University Education for the Japanese Youth Trapped by Social Norms

Yokota
Yokota
Maruyama
Maruyama
Hideki
Hideki

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