Research Summary: Bringing virtual reality-integrated social-emotional learning into schools: a dual-phase validation and feasibility study with adolescents in a collectivist society

A study explored the development and preliminary validation of a virtual reality (VR)-integrated social-emotional learning (SEL) module, REAL™, designed for adolescent mental health promotion in Malaysian lower-secondary schools. The intervention is culturally adapted and addresses a gap in technology-supported SEL evidence for non-Western educational contexts. The initial phases involved expert validation and pilot-feasibility testing, setting the groundwork for a subsequent randomised controlled trial.

Why it matters

The development of culturally adapted, technology-supported social-emotional learning interventions is crucial for effective adolescent mental health promotion globally. This research demonstrates a methodology for developing and validating such tools in diverse educational contexts, addressing a significant gap in current evidence and practice.

Key insights

• Social-emotional learning (SEL) is critical for adolescent mental health in schools.
• There is limited evidence for culturally adapted, technology-supported SEL interventions in non-Western educational contexts.
• The REAL™ module is a VR-integrated SEL intervention developed for Malaysian lower-secondary students.
• The study focused on expert-validation and pilot-feasibility components of the REAL™ module.
• The design was a sequential two-phase approach, with expert validation as Phase 1.
• The intervention is specifically adapted for a collectivist society (Malaysia).
• These phases preceded a separately reported randomised controlled trial (RCT).

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1948150