This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

No abstract

The implementation of social and emotional learning (SEL) strategies has been shown to foster cognitive development, boost student motivation and focus, improve teacher-student relationships, and enhance student confidence and achievement. To further promote engagement and social awareness in higher education, greater emphasis should be placed on addressing students' emotional needs in the classroom. By emphasizing respect for others, appreciation for diverse perspectives, and willingness to help those in need, SEL can enhance student motivation, academic achievement, and overall success in higher education. For many students, the transition to higher education can cause anxiety, stress, and a sense of isolation. Without the necessary social and emotional skills to navigate this new environment, students may struggle academically, socially, and emotionally. This is where social and emotional learning (SEL) can play a crucial role in helping students successfully transition to higher education. By developing SEL skills, individuals are better equipped to navigate life's challenges and opportunities, both in their personal and professional lives. The current study explores how students in higher education perceived their experiences related to assessment, performance, anxieties, insecurities, and self-management. The study aimed to gain a better understanding of how students perceive the higher education environment and how it impacts their motivation to learn and succeed.

This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.