Exploring Elementary Students’ Social-Emotional Development Through Dialogic Pedagogy: Insights from Cinematic Narratives

Scholars of social and emotional learning (SEL) emphasize conversation as a valuable pedagogical strategy; however, they often provide limited guidance on how such discussions can be effectively implemented in classroom practice. This study explores the potential of film-based dialogic pedagogy as a means to foster students’ social and emotional learning by engaging them in reflective dialogues and collective meaning-making. The participants were primary school students from Northern Cyprus. Adopting a qualitative case study design, the research observed students’ emotional and behavioural responses during and after a film screening. Multiple data sources—focus group discussions, individual interviews, unstructured classroom observations, and written reflections—were analysed to gain a comprehensive understanding of students’ experiences. Findings illustrate how dialogic engagement through film stimulated emotional awareness and social sensitivity, particularly toward issues of bullying. The study indicates that film-based dialogic pedagogy can enrich students’ emotional and cognitive engagement with social issues, promote critical reflection on diverse perspectives, and cultivate a sense of community grounded in respect, empathy, and reciprocal participation.