Abstract

This study evaluates the effectiveness of applying Social and Emotional Learning (SEL) in Experiential Activities and Career Guidance (EACG) for Grade 12 students and examines its relationship with students’ capacity for autonomous and responsible use of Generative AI (GenAI). The intervention was implemented with 82 students through EACG sessions. The results indicate that the mean score for social and emotional competence increased by 0.151 points, while the competence for autonomous and responsible GenAI use increased by 0.107 points. Spearman’s correlation analysis revealed a statistically significant positive association between the two competencies (r = 0.638; p < 0.001), suggesting that students with stronger SEL foundations tend to demonstrate higher autonomy and responsibility when using GenAI.

Keywords: Autonomous GenAI use, Experiential Activities and Career Guidance, Generative AI, responsible GenAI use, Social and Emotional Learning