Inclusive Learning and Socio-Emotional Intelligence as Predictors of Academic Well-Being among University Students

Abstract

Inclusive higher education emphasizes the importance of an equitable, supportive, and diversity-appreciating learning environment to improve students' academic well-being. This study aims to analyze the influence of inclusive learning and social-emotional intelligence on students' academic well-being. The method used is a quantitative approach with a correlational design, involving 37 students from various faculties at Musi Charitas Catholic University. Data were collected through the Inclusive Learning Scale, Socio-Emotional Intelligence Inventory, and Academic Well-Being Scale, then analyzed using multiple regression. The results show that inclusive learning and social-emotional intelligence have a positive and significant effect on students' academic well-being. An inclusive learning environment and good social-emotional skills increase student engagement, satisfaction, and emotional balance. This study emphasizes the importance of implementing inclusive learning and social-emotional training in the curriculum to support academic well-being and success in higher education. Keywords: Inclusive Learning, Social-Emotional Intelligence, Academic Well-Being, Higher Education, Student Engagement.