Although there is no single and widely accepted definition for the concept of SEL, it can be generally described as related to a process in which students learn and apply a range of social, emotional, and behavioural skills and characteristics that are required for succeeding in school, in the workplace, in relationships, and in civic life [9]. SEL abilities include skills, knowledge, attitudes, and social–emotional tendencies that are required to formulate goals, regulate behaviours, construct relationships, and analyse and remember information, within contexts that aim to nurture these abilities [10]. SEL abilities also include emotional processes such as regulating emotions and demonstrating empathy, as well as interpersonal skills, such as understanding others’ perspectives and demonstrating social responsibility [11,12]. SEL-related processes should not be considered an independent content unit but rather an integral part of all educational and systemwide relationships. Hence, it is necessary to create the conditions and environment that promote and nurture such skills, characteristics, and tendencies, which, in turn, serve to promote optimal and productive functioning [13].

The SEL approach has affected the work of in-service and preservice teachers. Schonert-Reichl et al. [14] recommended that teacher education programmes address up-to-date SEL knowledge and consider PSTs’ ability to apply this knowledge not only in the contents of their lessons, but also in their behaviour in general. Other researchers have recommended including SEL content in all processes related to teacher education rather than assigning this topic unique courses. They claim that integrating SEL content into teacher education programmes has led to positive shifts in the perceptions and attitudes of PSTs [15]. However, SEL implementation is a complicated mission because developing students’ SEL requires teachers to develop their SEL abilities as well, and SEL teacher preparation is still deficient [5,16].

A theoretical model that considers the link between the social–emotional abilities of educational teams and the development of these skills among their students was introduced by Jennings and Greenberg [17]. According to this theoretical model, it is essential to first and foremost nurture and develop the skills and abilities of the educational teams to inculcate optimal emotional skills among learners. This idea is based on the understanding that teachers could directly promote the learning and acquisition of SEL skills through the behaviours they demonstrate [13].

The broad use of the concept of SEL, the absence of an authoritative definition, and the numerous academic frameworks that emphasise different aspects of SEL indicate the need to create a conceptual infrastructure and accepted standards when discussing this issue. For the current study, and particularly in light of our goals and the characteristics of SEL that were identified inductively in our study, we found the CASEL theoretical model to be particularly suitable, as it comprehensively presents core SEL skills that are integral to the work of educators. Research-wise, we relied on the theoretical framework of CASEL since it was empirically examined and found to be effective [18].

The CASEL model addresses five major interlinked realms of SEL, the process through which all people understand and manage their emotions, set positive goals, and act to obtain them. The five linked realms of SEL according to the CASEL model are as follows. Self-awareness: an individual’s ability to identify one’s own emotions, thoughts, and values and the way they affect one’s behaviour; self-management: an individual’s ability to regulate one’s emotions, thoughts, and behaviours in a variety of situations; social awareness: the ability to understand social and moral norms of behaviour, and identify resources in one’s family, school, and community and rely on them. This realm also includes cultivating an appreciation for variety and difference, respect towards others, listening, sensitivity, and empathy towards others’ feelings [19]; relationship skills: an individual’s ability to create and maintain healthy and reciprocal relationships with others from a variety of sociocultural groups, resist negative social pressures, manage conflict, assist others and ask for assistance; responsible decision making: an individual’s ability to make choices that are informed, moral, and effective as regards interpersonal and social interactions. Skills in this realm include, among other things, problem-solving, reflection, and moral responsibility.

A review of the existing literature from a discipline-specific perspective reveals two separate areas in which knowledge on the use of SEL is lacking. First, there is a lack of sufficient disciplinary knowledge about using SEL in teaching literature, a humane field in which the importance of SEL is immanent. Although there are established bodies of knowledge regarding SEL in other disciplines, such as special education [20], in the field of literature, this knowledge is just beginning to emerge. Moreover, while SEL implementation requires a holistic teaching and learning process, most of the professional literature regarding the teaching of literature focuses on the learners’ perspective without addressing the teachers’ perspective [21,22]. Finally, literature teaching—like any effort to make sense of the human experience [23]—has the potential to promote SEL [24]; however, surprisingly, the use of SEL in literature teaching has not yet been thoroughly researched [8].

The second area stems from the learning setting and the understanding that the little knowledge available about the use of SEL in literature is focused on face-to-face learning. However, in recent years, and especially since the outbreak of COVID-19, online learning has become a growing trend. For example, a study from 2012 found that using SEL practices in literature lessons enhances students’ motivation and understanding of the content knowledge [22]. This is an important finding, but as the study focused only on face-to-face learning, it underscores the need to address the issue of SEL in online literature teaching [25]. Lotan and Miller [26] examined signs of innovation in integrating technology into literature lessons, but their study similarly ignored non-face-to-face learning. Finally, even in studies that examined curricular knowledge in literature [27,28,29], the SEL aspect was absent, and again, the online framework of the literature lesson was not taken into account. It appears that the pedagogical potential of SEL has rarely been investigated in the digital environment concerning teaching literature.

The current study's findings revealed the techno-pedagogical challenges that, unlike the other emerged themes, are not part of the CASEL model. In this sense, the findings suggest that the existing model may be expanded to also address online learning in general, as well as techno-pedagogical aspects in particular. Accordingly, the current study contributes to theoretical and practical knowledge by identifying the need to adapt the existing CASEL model to address learning and teaching needs in an online environment.