Herman Herman, Sultan Sultan, Suardi Suardi, Ansari Saleh Ahmar, Khaeruddin Khaeruddin
This study investigated the influence of academic achievement, information and communication technology (ICT) competence, and family socioeconomic status on the SEL competencies of pre-service early childhood teachers. A quantitative cross-sectional survey design was adopted, involving 933 students from 21 universities across Indonesia. Data were collected through a questionnaire measuring five SEL dimensions: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The analysis revealed that academic achievement significantly contributed to all SEL dimensions. ICT competence was also positively associated with SEL competencies. Furthermore, parental education and income were found to influence specific SEL aspects, particularly social awareness and relationship skills. These findings underscore the importance of integrating SEL competencies and ICT mastery into early childhood teacher education curricula to prepare adaptive, reflective, and empathetic educators. The results imply that higher education institutions need to develop responsive curricula that consider the individual and socioeconomic backgrounds of future early childhood teachers, with targeted support programs for students from disadvantaged backgrounds to ensure equitable SEL development. The current study’s results imply that higher education institutions need to develop responsive curricula that consider the individual and socioeconomic backgrounds of future early childhood teachers. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Faculty of Educational Science, Universitas Negeri Makassar, Makassar, Indonesia; Faculty of Languages and Literature, Universitas Negeri Makassar, Makassar, Indonesia; Faculty of Mathematics and Natural Sciences, Universitas Negeri Makassar, Makassar, Indonesia
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