Abstract

This study explores the design and implementation of a fifth-grade emotional education curriculum that integrates design thinking and board game creation within a social and emotional learning (SEL) framework. Using an action research approach, students collaboratively designed and fabricated an original board game titled “Emotion Toolbox.” In this context, the emotion toolbox refers to a set of student-generated emotional strategies and expressions, embedded as game mechanics (e.g., emotion cards, response tokens), to help externalize, share, and regulate emotions through gameplay. Through a sequence of experiential and reflective activities, including emotional role-play, peer feedback, and creative decision-making, students engaged deeply with emotional content. These activities were supported by tools such as laser cutting and character development workshops. Findings revealed significant gains in students’ SEL competencies, particularly in self-awareness, relationship skills, and responsible decision-making. Quantitative data showed statistically significant improvement across all five CASEL (Collaborative for Academic, Social, and Emotional Learning) domains, while qualitative evidence demonstrated enhanced emotional vocabulary, interpersonal communication, and collaborative behaviors. In addition, the curriculum design process fostered the teacher’s professional growth, emphasizing the value of responsive pedagogy and interdisciplinary innovation. This model offers actionable strategies for post-pandemic emotional recovery and provides transferable insights for future SEL curriculum development across diverse educational contexts.