ABSTRACT

The purpose of this study is to analyze the research trends of social and emotional learning (SEL) in music education in South Korea from 2015 to 2025, and to identify their key characteristics and limitations. A total of 57 studies were reviewed in terms of publication year, methodology, type, participants, SEL competencies, and musical activities. Findings show that SEL-related research expanded notably after 2020, reflecting growingacademic interest, Yet it remained largely centered on literature-based studies and master’s theses, with few empirical validations. Participants were mainly school-age learners, while self-management and relationship skills were most frequently addressed, and responsible decision-making was rarely explored, reflecting the emphasis on interpersonal and classroom-oriented aspects of SEL in music education. Musical activities focused heavily on composition, whereas listening received little attention. Most studies explicitly adopted CASEL’s framework, but few contextualized SEL within the Korean educational environment. This study contributes by critically mapping current research on SEL in Korean music education and by offering a theoretical basis for future directions.

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