ע 215 נהלה אבו רומי, רובא חסאן, נעמי אונקלוס - שפיגל ספר הכנס העשרים ואחד לחקר חדשנות וטכנולוגיות למידה ע"ש צ'ייס: האדם הלומד בעידן הדיגיטלי א' בלאו, ד' אולניק - שמש, נ' גרי, א' כספי, י' סידי, י' עשת - אלקלעי, י' קלמן ו נ' ברנדל )עורכים(, רעננה: האוניברסיטה הפתוחה שיח סוקרטי מבוסס בינה מלאכותית לפיתוח מיומנויות SEL בקרב סטודנטים בהשכלה הגבוהה )פוסטר( נעמי אונקלוס - שפיגל המכללה האקדמית להנדסה בראודה בכרמיאל NaomiUS@braude.ac.il רובא חסאן המכללה האקדמית להנדסה בראודה בכרמיאל Roba.Hassan@e.braude.ac.il נהלה אבו רומי המכללה האקדמית להנדסה בראודה בכרמיאל Nahla.Aboromi@e.braude.ac.il AI-Guided Socratic Dialogue for Developing Social-Emotional Learning (SEL) Skills in Higher Education (Poster) Nahla Aboromi Braude College of Engineering, Karmiel Nahla.Aboromi@e.braude.ac.il Roba Hassan Braude College of Engineering, Karmiel Roba.Hassan@e.braude.ac.il Naomi Unkelos-Shpigel Braude College of Engineering, Karmiel naomius@braude.ac.il Abstract Social Emotional Learning (SEL) is increasingly recognized as crucial for higher education students' emotional well-being, sense of belonging, and academic persistence (Elmi, 2020). However, most students lack practical, accessible, non-judgmental opportunities to practice SEL independently of teaching staff (Feisal & Singh, 2025). This gap necessitates innovative models requiring no additional resources while maintaining student emotional safety. This study examines how AI-based Socratic dialogue influences SEL skill development among higher education students. Unlike conventional educational AI that provides normative answers, the Socratic approach encourages self-inquiry, emotion classification, identification of thinking patterns, and responsible decision-making without advice or evaluation. The research employs a randomized controlled experiment with four groups: three experimental groups engaging with short AI-based Socratic dialogue and one control group without dialogue. All students participate anonymously online, completing a validated CASEL-based SEL (PRE) questionnaire, engaging with an authentic academic socio-emotional simulation, receiving AI-generated CASEL analysis of their responses, participating in Socratic dialogue (experimental groups only), and completing SEL (POST) questionnaire with reflection. Given Feisal & Singh's (2025) findings indicating deficiencies in self-management and responsible decision-making, this study is expected to demonstrate that a brief, equitable, anonymous model can significantly promote SEL. Results may offer an instructor-independent, language-adapted model accessible to all students without pedagogical infrastructure, transforming SEL from a limited instructional topic into a realtime experiential tool embedded in academic experiences. Keywords: Social Emotional Learning, Socratic Dialogue, Artificial Intelligence, Higher Education.
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