Teachers' Strategy in Strengthening Emotional Adaptability of Science, Mathematics, ICT, and TechVoc Learners in Real-Life Practical Tasks
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Abstract
Emotional adaptability has become a crucial component of learners’ success in Science, Mathematics, ICT, and Technical-Vocational (TechVoc) disciplines, particularly when they are engaged in real-life practical tasks that demand resilience, problem-solving, and effective coping. However, existing literature tends to focus predominantly on cognitive and technical competencies, leaving a gap in understanding how teachers intentionally cultivate learners’ emotional adaptability within practical, hands-on learning environments. Grounded in Fredrickson’s Broaden-and-Build Theory of Positive Emotions, which posits that positive emotional experiences expand individuals’ thought–action repertoires and build long-term personal resources, this study explores the strategies teachers employ to strengthen learners’ emotional adaptability in applied learning contexts. Using an exploratory qualitative design, the study involves one-on-one interviews with 18 teachers from Science, Mathematics, ICT, and TechVoc disciplines. Data will be analyzed through reflexive thematic analysis to illuminate teachers’ approaches to guiding learners’ emotional responses, fostering emotional flexibility, and nurturing constructive reactions to stress or unfamiliar challenges in practical tasks. The study is expected to yield insights into specific teacher strategies that promote emotional adaptability, how these strategies contribute to learners’ resilience and capacity to persevere in real-life tasks, the influence of emotional adaptability on enhanced problem-solving processes, and improved coping mechanisms in demanding learning situations. Findings aim to fill the identified research gap by offering a theory-informed framework for integrating emotional adaptability support into STEM and TechVoc instruction, ultimately contributing to more holistic and emotionally responsive teaching practices..
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