Photography-Based Pedagogy in Relation to Social-Emotional Learning in Adolescents - Systematic Literature Review

Abstract

It is generally acknowledged that today's most important means of communication is the image, with its various forms of representation. The new visual language that is continuously developing due to available technologies in everyday lives, creates new ways of expressing thoughts and emotions, especially among adolescents. In parallel, the Social-Emotional Learning model (SEL) has been gaining more and more momentum in the education system in terms of the skills that can be improved: self and social awareness, responsible decision-making, self-management, and relationship skills. Despite the potential of integrating the visual language with the SEL, especially in adolescents, few studies have addressed the development and implementation of integrative curricula. The aim of this study is to investigate through a systematic literature review approach the methods and outcomes of using photography-based pedagogy integrated with SEL in adolescents. The variables refer to the aim of the studies, the pedagogical approach, the assessments, and the effect of the photographic tools on various SEL skills. All the reviewed studies referred to the self and social awareness of the students, but not all were conclusive about the effects of the photographic tools as the main influencing elements on the SEL skills.