Teachers’ affective approaches in social studies learning environments of late-childhood education during covid-19

Abstract

Educational systems worldwide have strived to improve the quality of education to provide productive learning environments, especially during unstable conditions and crises, such as in the COVID-19 era. In this vein, this study aimed to investigate and suggest effective approaches that contribute to offering a positive learning atmosphere based on the perspectives and field observations of pupils, student-teachers, and supervisors. The participants were students, student-teachers and supervisors, who were selected from Irbid, Jordan in the academic year 2020/2021 during the Covid-19 pandemic. Data collection was conducted qualitatively using semi-structured interviews, and data analysis was performed using the Grounded Theory approach. The inducted findings displayed the main characteristics of the affective approaches used by Social Studies teachers; such as the teacher’s communication skills and practices, teacher’s teaching methods and procedures, teacher’s use of learning resources, and teacher’s professional and personal traits and values, in addition to other sub-categories.

Keywords:

• Affective approaches
• social studies
• late-childhood stage

Reviewing Editor:

• Richard Kruk, Psychology, University of Manitoba, Winnipeg, Manitoba, Canada

Subjects:

• Childhood
• Classroom Practice
• Education Studies

Introduction

Undoubtedly, the emergence of the COVID-19 pandemic has significantly impacted the creation of emotional, psychological, and social learning environments. The characteristics of educational settings, classroom interactions, as well as learning outcomes and achievements, have been profoundly influenced (Alsoufi et al., 2020; Kumar et al., 2021; Fraser et al., 2021; Pajarianto et al., 2020; Reimers, 2022). Pre-pandemic educational and psychological studies revealed that conducive learning environments that are empty of defensiveness, can enhance learning outcomes by fostering less anxious and more relaxed learners, who strive for self-fulfillment (Martin et al., 2007; Jennings & Greenberg, 2009; Barr, 2016; Hollis, 2016; Rusdinal & Afriansyah, 2017). However, upon scrutinizing learning environments during the COVID-19 era, there appears to be a shift in the requirements of e-learning environments. Hollis (2016) highlighted that the success of the educational process hinges immensely on teachers’ competency and skills in creating emotionally, socially and psychologically conducive learning atmospheres. These atmospheres should encourage holistic learner development. Consequently, learning environments that embody teachers’ behaviors that reflect happiness, empathy, safety and respect—whether within or beyond classroom settings—can serve as catalysts for learner motivation and cooperation. Such environments can also provide an atmosphere infused with kindness, enjoyment and acknowledgment of diverse opinions and needs.

Therefore, the creation of affective-based learning environments can hold the potential to accelerate learning by establishing a harmonious connection between learners’ self-worth and appreciation for their abilities and emotions, as asserted by Meirovich (2012). Environments designed with a psycho-emotional focus typically evoke feelings of comfort, reassurance and joy. Accordingly, learners’ emotional engagement and responses are likely to be enhanced, reflecting positively on their self-esteem and motivation. This perspective aligns with Hahn and Weare who emphasized that schools’ role exceeds imparting knowledge and degrees; it should be focused on cultivating secure, nurturing atmospheres that contribute to fostering the social, emotional and ethical skills crucial for a successful life navigation. Moreover, it was affirmed that classrooms offering affective scaffolding and emotionally supporting learners, tend to promote engagement and increased involvement in both classroom and extracurricular activities. Additionally, affective learning environments, characterized by elements such as fun, compassion, empathy and kindness, may serve a fundamental purpose in facilitating the emotional, academic and cooperative development of low-achieving students by granting them more participatory roles and offering opportunities for growth and engagement.

Affective practices integrated into learning environments can enable teachers to showcase love, care, and sympathy, fostering an environment where learners feel valued and empowered to develop strong personal values. These practices aim to overcome obstacles posed by behaviors—both by teachers and learners—that hinder learning and may lead to poor communication skills, tension, anxiety and other phobias associated with individual characteristics (Halifax, 2012). Learning experiences designed through teachers’ affective practices often revolve around empathy, compassion, and happiness. They encompass two key dimensions: firstly, a focus on nurturing attention to learners’ emotional states; secondly, providing an environment that aids them in navigating challenging social experiences they may encounter due to their inherent traits and characteristics (Halifax, 2012). In principle, when learning environments embody teachers’ practices emphasizing love, care and sympathy, a conducive and welcoming learning context can be established, effectively removing barriers that obstruct learning and contributing to reduced tension and anxiety.

As classroom learning heavily relies on social interaction, there has been an increased interest in Social-Emotional Learning (SEL). This heightened interest stemmed from recognizing the crucial role of the learning environment is not only for imparting knowledge but also for acquainting learners with the skills and attitudes necessary for emotional regulation, goal setting, expressing love and empathy and building strong relationships (Cristóvão et al., 2020). SEL programs primarily focus on enhancing social and emotional capacities by offering learning experiences that enhance interest, empathy, the ability to understand others, acceptance of diverse opinions and collaborative teamwork. Consequently, these programs tend to aim to achieve holistic learning at its highest potential (Taylor et al., 2017). To effectively implement affective learning experiences rooted in love and empathy, Roeser and Eccles (2015) underscored the importance of teachers’ well-preparedness. This preparation may involve developing an understanding of learners’ developmental and emotional stages, integrating empathetic and loving practices into teaching methods, and aligning these practices across all learning stages for measurable and examinable outcomes within the learning environment, such as the late childhood stage.

The late childhood stage stands as a critical period in childhood development, preparing adolescents for the emotional changes they will experience. Thus, the main focus of the current study was on investigating teachers’ affective approaches in learning environments at this stage, emphasizing the importance of emotional development. Teachers’ behaviors and practices significantly impact students’ behaviors, altering negative tendencies and fostering optimism and learning. Baumeister et al. suggested that teachers should be trained in regulating and nurturing their emotions; thereby cultivating these qualities within their students and facilitating the establishment of positive relationships. Social Learning Theory, as presented by Baer and Bandura, highlighted the influence of observing and modeling others’ behaviors on a child’s actions, stressing the pivotal role of teachers’ proper behaviors in shaping learners’ conduct through imitation. Social Constructivism by Vygotsky, also emphasized the importance of social learning and emotional interaction in the learning and knowledge acquisition process.

Previous studies (Fredrickson et al., 2008; Swafford et al., 2014) indicated that integrating feelings and emotions, based on the consistency and variety of teachers’ daily practices in classrooms, can enhance learners’ self-development, awareness, and personalities while reducing tension and psychological disorders. Baumeister et al. underscored the significance of maintaining a routine of appropriate practices in diverse learning environments. Broderick (2019) also emphasized that practices that foster empathy and affection within classrooms, tend to assist learners in managing stress and emotions, thereby fostering their personal development and discovery of identity and values. Designing practices rooted in love and kindness can also boost learners’ self-perception and personality, nurturing positive feelings, especially when these practices become routine, and ultimately strengthening the bond between students and their teachers. In the context of the changes brought about by the COVID-19 circumstances, there has been an urgent demand for teaching practices encompassing kindness, compassion, love, and happiness. These practices are vital to sustaining learners’ engagement and enthusiasm while mitigating the significant impacts imposed by the pandemic, such as health protocols and psychological pressure. Therefore, addressing these changes has become imperative in children’s learning environments, particularly in cultivating social foundational skills, values and attitudes that promote their emotional, ethical, and social aspects (Wang & Eccles, 2013; King, 2015).

In the realm of Social Studies education, these disciplines have been recognized as compelling and motivating subjects capable of fostering students’ self-regulation and emotional engagement, as emphasized by Børhaug and Borgund (2018). The attention of researchers has been drawn to addressing the affective and emotional aspects of teaching and learning within Social Studies. Blennow (2019), for instance, underscored the significant role of Social Science teaching in nurturing learners’ emotional development, which can evoke both attachment and detachment in the teacher-student relational bond. Additionally, research by Tawalbeh (2009) asserted the necessity for teachers to encourage interactions within classrooms so they can foster an emotionally engaging learning environment in Social Studies teaching. Specifically, social topics can be enriched with experiences and practices that promote empathy, respect, kindness, love and happiness. Teaching methods in History, for instance, involving biographies, historical stories, cultural heritage and literature hold paramount importance. Similar approaches should extend to Geography and Civil Education topics. Utilizing storytelling and biographies in Social Studies can evoke suspense and enhance motivation (Hussein, 2019).

The advent of COVID-19 might necessitate the incorporation of more affective approaches into learning experiences and practices to create engaging and enjoyable learning environments aligned with recent changes and instructional content characteristics (Keegan, 2020). While learners’ motivation can be spurred by emotions like compassion, love and happiness, the integration of these emotions into teachers’ practices remained underexplored in research (Sheppard et al., 2015). The lack of empirical or theoretical studies for engaging learners’ emotions in Social Studies education can support the importance of conducting this research effort that highlighted the nature of emotions and their pivotal role in supporting students’ growth (Losito, 2003; Sheppard et al., 2015; Keegan, 2020). Hence, the vital role of incorporating teachers’ affective approaches into childhood education that exude compassion, love, happiness, and trust across all disciplines, particularly in Social Studies, has become a crucial step, as this approach can enhance the psychological, mental, social and emotional development of learners, especially during the pandemic. Consequently, this study aimed to explore the significance of employing affective approaches that prioritize emotions and experiences in teaching Social Studies, benefiting students, student teachers and supervisors in late-childhood education worldwide.

Statement of the problem

Field observations conducted by researchers during their supervision of childhood student teachers in practical training revealed a notable trend post-COVID-19 pandemic: a majority of learning environments, particularly in Social Studies classes, were perceived as unstimulating and unengaging. This observation implied a potential gap between the primary objectives of such disciplines and the practices employed by teachers. These observations aligned with earlier studies (Tawalbeh & Obaidat, 2012; Wang & Eccles, 2013) that highlighted students’ negative attitudes towards learning Social Studies. King (2015) further clarified challenges associated with teaching Social Studies, particularly in terms of utilizing learning resources, teaching methodologies and assessment strategies in online learning settings due to constraints on social interaction and communication. Therefore, exploring learning environments tailored to address learners’ emotional experiences has become fundamental. Hence, this study aimed to investigate and propose affective approaches in Social Studies teaching by examining perspectives from pupils, student teachers, and supervisors within a childhood education stage.

Study question

The question that guided this study was:

1. What are the teachers’ affective approaches used in Social Studies learning environments of late-childhood education during the Covid-19 pandemic?

Definitions of terms

The main terms in the current study were operationally defined as follows:

• Affective Approaches: Affective approaches, in the current study, indicated all teachers’ practices, acts, and roles that delivered feelings of empathy, compassion, love and happiness that were inducted from the activities, experiences and learning environments offered by Social Studies teachers. These practices should have also eliminated any obstacles that might be caused by the individuals’ behaviors (teachers and learners) that hinder learning and can result in poor communication skills, tension, anxiety and other phobias resulting from the learner’s characteristics. These were measured by analyzing data that emerged from the interviews conducted with the participating pupils, student teachers and supervisors of late education.

• Late Childhood Stage: This stage refers to the educational stage where pupils’ ages range from 6-12 years.

Method

Participants

The participating pupils, Social Studies student teachers and supervisors were selected randomly from the Irbid Directorate of Education in Jordan (one of the Middle East countries) in the academic year 2020-2021. The participants’ distribution was (41) students and student teachers and (5) supervisors.

Data collection

In the current study, semi-structured interviews were conducted to identify the affective approaches and practices used in the learning environments of the Social Studies discipline.

Data collection has been conducted at appropriate time intervals, as specific measures and procedures were followed to provide suitable environments for the interview administration. The participants in the current study were interviewed through the Zoom platform due to the circumstances of the coronavirus pandemic, and it corresponded to the participants’ conditions and willingness to provide a safe and comfortable atmosphere for obtaining data. The interview questions were formulated after reviewing related literature and previous studies.

Trustworthiness

As for the validity of questions and procedures followed in the current study, it was confirmed by a jury of experts specialized in Social Studies curriculum and instruction. The researchers also verified their reliability. To ensure reliability, after conducting the interviews and transcribing them, the researchers gave the transcribed interview data back to some of the interviewees and asked them for feedback. The researchers asked them: if the researchers had truthfully represented their opinions; whether they would like to add anything or delete anything; and if they were satisfied with what they had said. They thus had the opportunity to validate the transcription. The findings of this process established that the transcripts were in line with the teachers’ views.

Data analysis

Data analysis was conducted qualitatively following the Grounded Theory approach (Cresswell, 2018; Makri & Neely, 2021) as follows:

• Participants’ responses (ideas and concepts) were extracted and organized in separate lists.

• The responses were grouped inductively into categories, assigning a main category for each group.

• The categories were divided inductively into main and sub-categories.

• The categories were organized into themes (features) based on the numbers and percentages of the participants’ responses.

To ensure reliability, after conducting the interviews and transcribing them, the researchers gave the transcribed interview data back to some of the interviewees and asked them for feedback. The researchers asked them: if the researchers had truthfully represented their opinions; whether they would like to add anything or delete anything; and if they were satisfied with what they had said. They; thus had the opportunity to validate the transcription. The findings of this process established that the transcripts were in line with the teachers’ views.

Results and discussion

According to the qualitative analysis of the data that emerged from the interviews, multiple characteristics regarding the teachers’ affective practices, experiences and acts (approaches) were inducted in History, Geography and Civil Education classes. The findings were synthesized to answer the study question: “What are the teachers’ affective approaches used in Social Studies learning environments of late-childhood education during the Covid-19 pandemic?”.

Grounded on the analysis, the inducted affective practices of Social Studies teachers were categorized into four main characteristics, and each category comprised other sub-categories, as shown below respectively:

Teacher’s communication skills and practices

In their responses, all the participants (46) pointed out that the teachers’ communication skills were among the main characteristics of the positive affective approaches that were demonstrated by the effective Social Studies teachers. This characteristic involved three sub-categories, as follows:

1. Listening and Speaking with their Students

   (73.91%) of the participants indicated that one of the teachers’ characteristics that positively affected the feelings of pupils and made them feel close to their teachers was when teachers listened and showed sympathy with their students’ affairs verbally or nonverbally. It was described by one of the interviewees, “… when I talk to my teacher and she is all ears, I feel happy… I really feel valued”. It was also specified by another participant that “… the most important characteristic of my favorite teacher is that she does listen, we feel she whole-heartedly cares for us…”.

2. Memorizing and Calling Students’ by Their Names

   For this characteristic, (67. 39%) of the participants agreed that memorizing and calling their names were among the communicative skills that make their teachers approachable and loveable. One of the participants said, “… when my teacher addresses me using my name or my nickname I feel delighted and um. I find her as kind as my mom”.

3. The Use of Intonations and Gestures while Teaching

   The Social Studies teachers’ use of different intonations and gestures while presenting and teaching made them close and effective communicators. This was indicated by (58.69%) of the interviewees who clarified how this can have a positive impact on grabbing attention and creating a humorous atmosphere. One of the student teachers said: “…the teacher’s voice made her students really interested in her classes”. Another pupil added, “… when my teacher’s voice rises and falls while narrating the historical events, glowing happiness, victory, loss or pain … she is really amazing”. It was also stated by a participating pupil that “… my teacher’s words and praises are so touching, she keeps encouraging us by saying, sweetie, bravo.”

The significance of this characteristic can be attributed to the positive impact that effective communication skills of teachers can create since these skills can construct positive emotional learning environments that stimulate learners’ motivation. Especially after the spread of Covid-19, pupils were socially isolated in the lockdown and had to pursue their education remotely. Thus, these skills are vital to bridge the gaps between the students and their teachers, as they can eliminate emotional barriers, such as anxiety and tension. Accordingly, a safe, motivating and inclusive learning environment can be crafted in a way that encourages learners to have more cooperative and participatory roles. Such relaxing environments, moreover, can enhance the learning and teaching of Social Studies, as specified by Hussein (2019) that the teachers’ effective communication skills are in charge of offering joy and happiness in the learning environments, and teachers’ conversations and exchanges with students tend to have a positive impact on their motivation.

Teacher’s teaching methods and procedures

All the participants (46) pointed out teaching methods and procedures used by their Social Studies teachers as one of the characteristics that can shape their positive vibes and happy feelings that might make their classes welcoming. It was noted by one of the participating supervisors that “… in one of the approachable teachers’ classes, I noticed how she was striving to vary in her methods, such as using drama, storytelling and role-playing… her activities were so engaging”. It was also mentioned by one of the pupils that “… Social Studies classes are among the classes that we enjoy the most … our teacher is friendly and she uses exciting activities … her classes are enjoyable”. Another pupil specified “… our social studies teacher is great, she does use many activities … we love it when she asks us to get traditional clothes and stuff…”.

Table 1 below illustrates the percentages of the participants’ remarks distributed among the activities that Social Studies teachers use.

Table 1. The percentages of the participants’ responses distributed among the activities.

Procedures and Activities	Participants	Percentages
Drama and role-playing Activities	29	63.04%
Storytelling	26	56.52%
Virtual and Imaginative trips	23	50 %
Project-based Learning	20	43.47%

This result can be credited to the importance of using multiple engaging activities inside classrooms that boost the communication between the teachers and their students (Tawalbeh & Obeidat, 2012). Besides, the activities and procedures that were referred to by the participating interviewees as those that expand the dialogues and communication inside classrooms. Accordingly, learners’ motivation and positive attitudes can be fostered (Aser, 2001). Using engaging activities can affect the students’ perception of their teachers since they can assume different roles as facilitators, and that can spread feelings of joy and pleasure among learners who feel valued. Particularly, Social Studies classes can be included with various activities, such as drama, role-playing, storytelling and the use of geographical and historical imagination. This came in vein with Hussein (2019) who asserted that the opportunity to use enjoyable activities in teaching Social Studies is massive, and this can trigger students’ inspiration.

Teacher’s use of learning resources

There was a consensus among all the interviewees (100%) in the current study on the significance of using learning resources as one of the practices that can make Social Studies teachers effective and lovable. This characteristic comprised two sub-categories that were arranged based on the number of responses they received, which were displayed below respectively.

1. Using Audio-Visual Learning Resources

   (69.56%) of the participants pointed out that one of the aspects that can create a feeling of happiness and love in Social Studies classes is the use of visual and audio learning resources. It was said that “… the teacher tended to use paintings, maps, the globe … this made us so happy and interested in her classes, we all participate and behave in her classes, especially when she makes us understand not just memorize”.

2. Using Digital Learning Resource

   Using digital learning resources was listed by (58.69%) of the participants as one of the factors that triggered their joy and interest in Social Studies classes. It was stated by one of the participants that “… when the teacher was utilizing the computer lab and making us go on virtual trips exploring something, we were extremely happy, even though this was my favorite and most enjoyable lesson”. It was also mentioned that “… our Geography teacher usually allows us to use the internet and social media sometimes to find out some pictures and information … we all love her classes”.

This result can be attributed to the benefits of using technology in teaching Social Studies on students’ motivation as this subject comprises theoretical and practical experience. For example, when teachers use technology in Citizenship education, all the abstract and complex concepts become simplified; accordingly, learners’ sense of satisfaction and achievement can be stimulated. Using digital learning resources might also be one of the engaging practices of Social Studies teachers since the integration of technology has become an essential part of students’ daily activities during the COVID-19 pandemic (Kumar et al., 2021; Reimers, 2022). Specifically, using technology can enhance students’ empowerment so they can become motivated and interested in their classes (Corredor & Olarte, 2019). This can also make the experiences during Social Studies classes thrilling, enjoyable and appealing, and having these experiences can be essential in Social Studies classes which capitalize on shaping good citizens (Alleman et al., 2007).

Teacher’s personal traits, values and practices

(87%) of the participants indicated that the teacher’s personality and traits were among the main characteristics that can make Social Studies classes meaningful. This characteristic embraced two sub-categories based on the analysis of the participants’ responses that were listed respectively.

1. Teacher’s Professional Characteristics

   (69.56%) of the participants indicated that one of the factors that made students feel happy and warm in the Social Studies learning environment was the professional characteristics of the teacher, such as being cooperative, patient, democratic and sociable. Some participants stated that “Mr, (x) is so cooperative and he set us a real role model through his acts and practices, he always encourages us to work collaboratively in groups .” “. Honestly, I adore teacher (x) she’s never got angry or shouted … she is tolerant”.

2. Teacher’s Traits

   This characteristic was highlighted by (69.56%) of the participants who considered this element as one of the main factors that boosted the feeling of happiness and enjoyment in Social Studies classes. For example, the teachers’ self-confidence, elegance, sense of humor, and calmness were among the personal traits that were listed by the interviewees. It was said that “Social Studies teacher is really nice. she is highly confident, and that is what made me admire her more”; another added “I adore my teachers’ elegant and stylish outfits, I also love the way she listens to us and makes us feel welcome in her classes”; “My teachers’ laughs and cheerfulness made everything easy and fun. I used to hate Social Studies classes, but now she made us fond of her classes”. It was also stated that “my teacher has a strong personality she’s never shouted; all students respect her”.

This result can be attributed to the vital role of the teacher’s traits and behaviors in creating a positive learning atmosphere (Đigić, 2018). Cooperative and patient teachers, for example, usually make learners feel comfortable and engaged, and they tend to be supportive of students’ learning. Besides, democratic teachers are usually lovable as they provide opportunities for positive learning experiences that make them feel safe to discuss and present their ideas and opinions without being judged, and such teachers tend to accept different perspectives even if they disagree with them (Tatalović Vorkapić, 2011). These personal traits can be highly required especially in Social Studies classes to encourage students’ participation inside and outside the classroom. Additionally, friendly and flexible teachers can be attractive to their students, and learners might learn by imitating their teachers as attractive models, who demonstrate modesty, charismatic personality, elegance, cheerfulness and commitment (Srivastava et al., 2008; Francisco, 2020). Undoubtedly, such acts and practices can have a positive impact on creating a productive learning environment, which is full of joy and compassion. Therefore, the participants’ responses revealed their awareness of these traits in shaping nontraditional learning environments for Social Studies classes.

Overall, as is widely known, our current study was conducted amidst the global COVID-19 pandemic, which has greatly impacted the field of education worldwide. Research has demonstrated that this pandemic has had a notable effect on the effectiveness of such approaches to teaching Social Studies. For instance, a study conducted by Palaza (2022) discovered that the pandemic has resulted in increased stress and anxiety among both students and teachers, which could potentially influence how they respond to emotional teaching methods. Additionally, other pandemic-related factors like virtual learning, social distancing measures, and disruptions to the school schedule may have also impacted the implementation of affective approaches used in Social Studies classrooms (Milhani & Harun, 2021). In other words, this study focused specifically on affective approaches, which differ from the traditional classroom setting; hence, our findings may differ from previous studies conducted in traditional settings. Nonetheless, further research efforts are necessary to fully comprehend the pandemic’s impact on affective approaches used in Social Studies teaching.

Conclusions

Upon close analysis of the results presented earlier, some conclusions can be drawn. One of the main issues that were emphasized in the current study was the significance of re-evaluating the teachers’ approaches after the COVID-19 pandemic, especially in teaching Social Studies topics for late childhood. This step can be vital to address the psychological and emotional consequences of the breakout of the pandemic. Thus, learning environments should be regulated based on the positive affective approaches that form the base of successful interaction and communication.

Worldwide, Social Studies learning environments have been regarded as rich contexts for presenting role models for pupils and for modeling the appropriate acts and practices. Thus, these classes can be embedded with practices that can affect learners emotionally and positively, particularly through asking questions and enhancing thinking in an off-defensive atmosphere that is fertile with constructive feedback without being judgmental. Accordingly, Social Studies teachers are urged to create relaxing learning environments by offering a variety of activities, such as role-playing and group-work activities that have a positive impact on students’ involvement and motivation. When the content knowledge tends to be complicated and unappealing to the learners, surrounding the learning context with positive affective practices, such as demonstrating compassion, love and happiness, becomes immensely crucial. That is due to the effectiveness of such practices on students’ motivation and interest, as displayed in the results of the current study.

Utilizing various learning resources, such as audio-visual aids, to grab students’ attention and to meet their needs and diversity is advantageous in teaching Social Studies. In other words, integrating technology in Social Studies classes can have multiple benefits, specifically during the Covid-19 era as this can catalyze their creativity, meet their needs and support their interest and happiness. For example, Social Studies teachers can use social media as learning resources and communication tools to contact their students in interactive environments.

Teachers’ approaches to teaching can be influenced by the social and emotional impacts of social studies subjects and topics. When teaching topics that are sensitive or controversial, such as those related to historical injustices or contemporary social issues, teachers may experience emotional and social reactions that can affect their teaching methods. They may need to be more sensitive to avoid causing offense or alienating students. Furthermore, this subject can impact teachers’ sense of identity and values, leading to greater self-awareness and empathy, which can enhance their teaching effectiveness. Teachers who are mindful of the potential impact of social studies topics on their own social and emotional reactions can create a supportive classroom environment that promotes productive outcomes and well-being for students

All in all, teachers’ professional and personal traits can have a vital role in creating engaging learning environments that develop learners’ cognitive, affective and academic aspects. When teachers demonstrate patience, cooperation and democracy during discussions, for instance, this can expand the opportunity for learning as learners can experience welcoming classes in which teachers teach with love and happiness and set role models with their behaviors and elegance. It is essential to train in-service Social Studies teachers on modeling and integrating positive affective approaches in Social Studies classes. This training should be followed up with using indicators by supervisors during their class visits in the field observations.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Samih Mahmoud Al Karasneh

Prof. Samih Mahmoud Al Karasneh, University of Sharjah, UAE/Yarmouk University, Jordan, Dept. of Education [email protected]

We are a team of scholars dedicated to explore various avenues that enhance the standard of education across diverse fields and disciplines. We believe that our study contributes significantly to the realm of teacher development by proposing a fresh and proactive outlook that advocates for incorporating affective/emotional strategies into children’s education, which is highly significant, particularly during crises.

Hadi Mohammad Tawalbeh

Prof. Hadi Mohammad Tawalbeh, Yarmouk University, Jordan Dept. of Curriculum and Instruction, [email protected]

Rania Muhammad Qassrawi

Dr. Rania Muhammad Qassrawi, Birzeit University, Palestine, Dep. of Languages and Translation, [email protected]