Culturally Responsive Simulations for Developing Arab Teachers' Social-Emotional Competencies

Hanadi Abu Ahmad; Eman Abu-Hanna Nahhas; Khawla Zoabi

doi:10.29333/ejecs/2324

Authors

Hanadi Abu Ahmad Beitberl College https://orcid.org/0000-0001-8839-4435
Eman Abu-Hanna Nahhas Affiliation 1: Oranim College, Kiryat Tiv'on, Israel Affiliation 2: Gordon Academic College, Haifa, Israel https://orcid.org/0000-0003-1352-1449
Khawla Zoabi Academic Arab College for Education-Haifa, Israel https://orcid.org/0009-0002-8318-3860

DOI:

https://doi.org/10.29333/ejecs/2324

Keywords:

Arab teachers' professional development, cultural authenticity in teacher education, culturally responsive simulation-based learning, social-emotional competencies

Abstract

This study examines the impact of culturally responsive simulation-based learning workshops on the development of social-emotional competencies (SEC) among Arab teachers in Israel. Participants (n = 117), all Arab teachers enrolled in a master’s program at a teaching college, were divided into a control group (n = 55) and an intervention group (n = 62). Both groups underwent a SEL-skills course with different teaching methods: the control group studied an asynchronous course through the Moodle system, while the intervention group took the same asynchronous SEL-skills course in addition to culturally responsive online simulation-based learning workshops. These workshops included scenarios that authentically reflected the experiences and cultural context of Arab teachers in Israel, aligned with CASEL's five SEL components.

A mixed-methods design was employed, with quantitative data from a SEL skills questionnaire distributed pre- and post-course to both intervention and control groups, and qualitative data derived from an open-ended questionnaire distributed at the end of the course to the intervention group. Quantitative findings showed that participation in the SEL course improved teachers’ competencies across both groups. However, qualitative analysis underscored the added value of culturally responsive simulations, which enhanced participants’ competencies across emotional, social, and cognitive dimensions. This study demonstrates the importance of culturally responsive pedagogy in professional development and provides insights into designing culturally responsive approaches for SEC development in teacher training programs.

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Author Biographies

Hanadi Abu Ahmad, Beitberl College

Dr. Hanadi Abu Ahmad is Head of the Early Childhood Department and a lecturer at Beit Berl College. Her research primarily examines reading acquisition in Arabic and fostering teachers’ social and emotional competencies (SEL). She is additionally involved in supporting students with learning disabilities. In her role at the college, she is committed to advancing teacher education that meaningfully connects theory and research with practice.

Eman Abu-Hanna Nahhas , Affiliation 1: Oranim College, Kiryat Tiv'on, Israel Affiliation 2: Gordon Academic College, Haifa, Israel

Dr. Eman Abu Hanna Nahhas is a Senior Lecturer at Oranim Academic College and Gordon College of Education, specializing in multicultural education, collective narrative, and social-emotional learning. With a Ph.D. from Tel Aviv University, she has dedicated her career to researching cultural identity, collective memory, and intercultural understanding in diverse educational settings. Dr. Nahhas has presented her research internationally and published articles on multicultural perspectives, Palestinian-Israeli narratives, and educational approaches in culturally diverse contexts. She is committed to promoting dialogue across cultural boundaries and preparing educators to navigate complex social landscapes while honoring diverse perspectives.

Khawla Zoabi, Academic Arab College for Education-Haifa, Israel

Dr. Khawla Zoabi is a Visiting Assistant Professor in the Social Work Program at the Doha Institute for Graduate Studies in Qatar. She earned her Ph.D. in Social Work from Tel Aviv University and completed a postdoctoral fellowship at Ben-Gurion University. She has served as an Academic Visitor at the University of Reading in the UK and as a Research Scholar at Columbia University in New York City over the last two years. She explores the intersections of culture, social work, and education, emphasizing culturally informed interventions, guidance practices, and women's status, integrating cultural perspectives into theory and professional practice.

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