PHÁT HUY LỢI ÍCH VÀ GIẢM THIỂU TÁC HẠI CỦA ÁP LỰC ĐỒNG TRANG LỨA Ở HỌC SINH TRUNG HỌC CƠ SỞ THÔNG QUA TỔ CHỨC DẠY HỌC THEO ĐỊNH HƯỚNG STEAM KẾT HỢP SEL

Abstract

In a rapidly changing society marked by increasing psychological pressures, lower secondary school students frequently encounter peer pressure, a factor that can exert both positive and negative influences on their personal and psychosocial development. Although STEAM education promotes collaboration, creativity, and problem-solving, its inherent characteristics—such as competition, product evaluation, and group performance—may inadvertently intensify negative peer pressure. Current research reveals a lack of a systematic and organically integrated model that connects STEAM with Social and Emotional Learning (SEL) to both enhance educational benefits and mitigate potential psychosocial risks for students. This study employs theoretical analysis and synthesis to establish a new integrative framework between STEAM and SEL. The findings identify specific elements within STEAM learning environments that may trigger negative peer pressure, emphasizing the role of SEL as a proactive intervention mechanism that equips students with emotional awareness, self-management, and healthy social interaction skills during learning activities. Based on these insights, the study proposes a redesigned STEAM instructional process in which core SEL competencies are embedded within each stage of practice, replacing previously fragmented or sequential approaches. A practical example is provided to illustrate the feasibility and pedagogical effectiveness of the proposed model. This organically integrated framework offers guidance for educators in creating safe learning environments that support holistic development and strengthen emotional self-regulation among lower secondary students in contemporary educational contexts.