Teacher Competencies for Social Emotional Learning in Higher Education: A Qualitative Inquiry Through Systematic Literature Review and Multi-Site Case Study in West Bengal

Background: Social Emotional Learning (SEL) in higher education places student well-being, engagement and holistic development globally. Although there is a lot of research on SEL implementation in the school, teacher competences for HEIs are still relatively unexplored, particularly in a developing country context. While the National Education Policy (NEP) 2020 in India mandates holistic education, little is known about higher education faculty’s preparedness to implement SEL practices. Objective: The aim of this qualitative inquiry is to develop a rich and contextualized understanding of teacher competencies required for SEL implementation in higher education. It addresses the research question: How do teachers in HEIs experience, perceive and enact competencies for the implementation of SEL practices, and which contextual factors shape these competencies? Methods: A multi-method qualitative design integrating (1) a Systematic Literature Review (SLR covering 87 peer-reviewed publications from 2015 through until 2026 on teacher SEL competencies; (2) multi-case studies of four higher education institutions in West Bengal, India—a public university, a private university, an affiliated college and a teacher education institution; and (3) methodological triangulation across the data sources to help establish trustworthiness and theoretical richness. Data were collected through 48 semi-structured interviews with faculty, administrators, and teacher educators; 24 classroom observations; document analysis of institutional policies and training materials; as well as focus group discussions, data were analysed using reflexive thematic analysis within a critical realist framework. Key Findings: The systematic literature review (SLR) identified four main theoretical perspectives on teacher social-emotional learning (SEL) competencies: competency deficit models, ecological systems approaches, culturally responsive frameworks, and critical perspectives that challenge Western dominance in SEL discourse. The cross-case analysis highlighted four major themes: The Emotional Labour Paradox: Teachers face a conflict between the demand for emotional availability and insufficient preparation, causing emotional exhaustion, identity conflicts, and moral distress. The Training Void: There is a notable lack of SEL training in doctoral and faculty development programs, creating a gap filled by personal experience and intuition, which leads to uneven and sometimes harmful practices. Institutional (Dis)orientations: The presence or absence of SEL competency support depends heavily on institutional culture, leadership priorities, and resource distribution, varying significantly across different institution types. Cultural Negotiations: Teachers must balance Western SEL frameworks with Indian cultural norms concerning emotions, hierarchy, and seeking help, prompting the need for culturally relevant teaching approaches Theoretical Contributions: The study develops a contextually grounded Integrated Model of Teacher SEL Competency that combines individual, institutional, and cultural factors. It introduces the concept of a "competency vacuum" to capture the systematic lack of SEL preparation in higher education faculty development. It extends Schonert-Reichl’s (2017) teacher SEL framework by showing its relevance in non-Western higher education settings and highlighting cultural negotiation as a key mediating process. It provides empirical evidence supporting the view of SEL as fundamentally relational and context-dependent, rather than merely a set of technical skills. Purpose of the Study The main purpose of this qualitative study is to develop a deep, contextualized understanding of teacher competencies for implementing Social Emotional Learning (SEL) in Indian higher education. This is broken down into key objectives: Explore Lived Experiences: Understand how teachers in diverse higher education institutions perceive, experience, and enact competencies to address students' socio-emotional needs. Examine Contextual Factors: Investigate how institutional contexts (type, culture, leadership, resources) and cultural norms influence teachers’ SEL competency development and application. Address a Research Gap: Fill the gap in SEL research by focusing on higher education rather than K-12, using qualitative methods, and providing insights from a non-Western, developing country context. Develop a Theoretical Framework: Synthesize literature review and case study findings to construct a contextually grounded theoretical model of teacher SEL competencies for Indian higher education. Inform Policy and Practice: Offer evidence-based recommendations for policymakers, administrators, and teacher educators to support the holistic education goals of India’s National Education Policy (NEP) 2020. Research Implications The study opens multiple new avenues for investigation, including: Need for Intervention Research: Designing, implementing, and evaluating culturally adapted faculty development programs based on identified competency gaps and cultural factors. Longitudinal Studies: Tracking the development of teacher SEL competencies over time to understand their evolution and the long-term effects of professional development and institutional support. Comparative Research: Expanding research beyond West Bengal to other Indian states and regions to explore how different cultural norms, policies, and institutional contexts influence SEL competency and implementation. Student Outcome Research: Investigating the relationship between teacher SEL competencies and student outcomes such as well-being, engagement, mental health, retention, and academic success in India. Further Theoretical Development: Testing, refining, and expanding the Integrated Model and competency vacuum concept through more qualitative and quantitative studies in diverse settings. Critical and Indigenous Perspectives: Promoting research that examines power dynamics in SEL and develops frameworks rooted in indigenous Indian educational and philosophical traditions rather than solely adapting Western models. Institutional Change Research: Exploring how institutions can systemically integrate SEL, including policy change, leadership development, and resource allocation for sustainable implementation. Social Implications Improved Student Well-being and Mental Health: Addressing the "competency vacuum" equips teachers to better support student mental health, potentially reducing distress, dropout, and severity of issues. Enhanced Quality of Higher Education: Recognizing teaching as relational and emotionally demanding promotes more supportive, humane learning environments, improving educational quality and graduate outcomes. Workforce and Societal Impact: Holistic education fosters empathy, resilience, and ethical decision-making, producing emotionally intelligent, socially responsible professionals who contribute positively to workplaces and communities. Teacher Well-being and Retention: Highlighting faculty emotional labor and moral distress underscores the need for systemic support, which can reduce burnout and improve teacher retention. Advancing National Policy Goals: The study offers a practical roadmap for operationalizing India’s NEP 2020 holistic education vision by emphasizing faculty development. Culturally Sensitive Educational Practice: It encourages pedagogical practices that respect and integrate Indian cultural norms alongside Western SEL frameworks, strengthening local values. Equity and Social Justice: The research highlights that SEL competency gaps disproportionately affect under-resourced institutions serving vulnerable students, framing SEL development as an equity issue. Originality: Pioneering Context: The first systematic qualitative study on teacher SEL competencies in Indian higher education, filling a major geographic and educational gap. Conceptual Innovation: Introduces the novel concept of a "competency vacuum" to describe systemic lack of SEL faculty preparation. Theoretical Advancement: Extends Schonert-Reichl’s (2017) teacher SEL framework to higher education in a non-Western context, adding "cultural negotiation" as a key mediating factor. Methodological Integration: Integrates a systematic literature review with a multi-site case study as an integral, triangulating component of the inquiry. Nuanced Findings on Culture: Provides rich empirical detail on cultural negotiation in India, moving beyond broad calls for adaptation to reveal real-world tensions teachers face. Development of an Integrated Model: Creates a unique multi-level model synthesizing individual, institutional, and cultural dimensions of teacher SEL competency, offering a holistic framework for future research and practice. Practical Implications: Culturally Responsive Framework for Faculty SEL Development: Integrate SEL into doctoral education and faculty induction programs. Provide practice-based, sustained professional development focusing on emotional regulation and managing difficult conversations. Develop institutional policies that recognize and support the emotional aspects of teaching. Adapt SEL frameworks to align with Indian educational traditions and cultural contexts. Establish faculty peer support systems that promote collective well-being. Conclusion: Teacher SEL competencies in higher education emerge from the interplay of personal histories, institutional environments, and cultural norms, rather than being isolated individual traits. Closing the competency gap demands systemic interventions that acknowledge teaching as relational and emotionally demanding work. This study offers both theoretical insights and practical strategies to advance the holistic education goals of India’s NEP 2020 through dedicated faculty socio-emotional development.