Integrasi Kompetensi Sosio Emosi dan Tingkah Laku dalam Pendidikan Era Digital: Kajian Literatur Sistematik melalui Model EBSCOM: Embedding Socio-Emotional and Behavioral Competencies into Education in the Digital Era: A Systematic Review Using the EBSCOM Model - Johar, Siti Sarawati; Raja Ibrahim, Raja Zirwatul Aida (Journal of Techno-Social, 2025)
Malay:Kajian ini meneroka integrasi kompetensi sosio emosi dan tingkah laku dalam pendidikan era digital, di mana persekitaran seharian dan pembelajaran berasaskan teknologi menawarkan peluang dan cabaran terhadap kesejahteraan pelajar. Satu kajian literatur sistematik telah dijalankan mengikut garis panduan PRISMA 2020 dengan mensintesis bukti daripada 15 kajian yang disemak rakan sebaya yang dikenal pasti melalui carian antara tahun 2020 hingga 2025, dengan kajian yang dimasukkan diterbitkan antara 2023 hingga 2025. Kajian ini meneliti bagaimana kompetensi sosio emosi dan tingkah laku boleh diterapkan melalui model EBSCOM dalam sistem pendidikan, melalui empat domain iaitu emosi, tingkah laku, sosial dan kontekstual. Dapatan menunjukkan bahawa program kesihatan mental digital dan intervensi kesihatan tidur meningkatkan hasil emosi, manakala strategi pembelajaran kendiri meningkatkan prestasi akademik apabila disokong oleh reka bentuk kursus yang berkesan. Sokongan sosial mengurangkan tekanan psikologi namun buli siber kekal sebagai risiko yang signifikan. Faktor institusi seperti kebolehpercayaan platform, penjajaran dasar dan literasi AI sangat mempengaruhi penglibatan dan daya tahan. Model EBSCOM menawarkan kerangka berstruktur untuk menyelaraskan kurikulum, pembangunan pendidik dan sokongan institusi bagi memupuk kesejahteraan holistik. Implikasi termasuk keperluan dasar proaktif, integrasi pembelajaran kendiri dan literasi AI dalam kurikulum serta sokongan psikologi yang disasarkan. Penyelidikan masa depan perlu memberi tumpuan kepada strategi pelaksanaan, kesaksamaan akses dan peranan literasi AI dalam mengekalkan integriti akademik.English:This study explores the integration of socio-emotional and behavioral competencies in education in the digital era, where everyday environments and technology-based learning present both opportunities and challenges to students’ well-being. A systematic literature review was conducted in accordance with the PRISMA 2020 guidelines, synthesizing evidence from 15 peer-reviewed studies identified through searches conducted between 2020 and 2025, with included studies published between 2023 and 2025. The review examines how socio-emotional and behavioral competencies can be embedded within the education system through the EBSCOM model, across four domains: emotional, behavioral, social, and contextual. Findings indicate that digital mental health programs and sleep health interventions improve emotional outcomes, while self-directed learning strategies enhance academic performance when supported by effective course design. Social support reduces psychological distress; however, cyberbullying remains a significant risk. Institutional factors—such as platform reliability, policy alignment, and AI literacy—strongly influence engagement and resilience. The EBSCOM model provides a structured framework for aligning curriculum, educator development, and institutional support to foster holistic well-being. Implications include the need for proactive policies, integration of self-directed learning and AI literacy into the curriculum, and targeted psychological support. Future research should focus on implementation strategies, equity of access, and the role of AI literacy in sustaining academic integrity.