International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

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 Volume 11, Issue 11 (November 2024), Pages: 99-111

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 Original Research Paper

Crafting a blueprint for enhancing emotional well-being in special education post-pandemic: A fuzzy Delphi approach

 Author(s): 

 Mohd Ridhuan Mohd Jamil 1, *, Nadzimah Idris 1, Norliyana Md Aris 2, Abdul Rahim Razalli 1, Mohd Muslim Md Zalli 1, Mohd Syaubari Othman 1, Hasrul Hosshan 1, Nurulrabihah Mat Noh 3

 Affiliation(s):

 1Faculty of Human Development, Universiti Pendidikan Idris, 35900 Tanjong Malim, Perak, Malaysia
 2Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, 81310 Skudai, Johor, Malaysia
 3Institute of Teacher Education (Malay Language Campus), 59100 Kuala Lumpur, Malaysia

 Full text

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 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0002-1330-3751

 Digital Object Identifier (DOI)

 https://doi.org/10.21833/ijaas.2024.11.011

 Abstract

The well-being of a person includes different parts of life, such as mental and emotional health, physical health, and social relationships. Emotional well-being is especially important and refers to how people feel psychologically, including finding meaning in life, feeling positive emotions, and being satisfied with life. For students with special educational needs, focusing on emotional well-being is especially important after the COVID-19 pandemic to help them grow and succeed. This study aimed to create a plan for supporting the emotional well-being of these students in special education after the pandemic. The study had two main goals: (i) to find out if experts agree on the key components needed to create a model for emotional well-being for students with special needs after COVID-19, and (ii) to identify if there is agreement among experts on the important factors needed to build such a model. The Fuzzy Delphi Method (FDM) was used, gathering input from nine experts through questionnaires. The data were analyzed using triangular fuzzy numbers and the defuzzification process to rank each variable. The study found more than 75% agreement among experts, threshold values (d) below 0.2, and α-cut values above 0.5. The FDM analysis identified six main elements for an emotional well-being model for students with special educational needs after COVID-19. These results offer important guidance for developing emotional well-being models for these students, providing key support for both teachers and students in managing emotions in the post-pandemic period.

 © 2024 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

 Emotional well-being, Special educational needs, Post-pandemic support, Fuzzy Delphi method, Expert consensus

 Article history

 Received 18 May 2024, Received in revised form 21 October 2024, Accepted 29 October 2024

 Acknowledgment

This research is supported by the Malaysia Ministry of Higher Education through the Fundamental Research Grant Scheme (FRGS/1/2021/SKK05/UPSI/03/1). The researchers would like to extend their gratitude to Universiti Pendidikan Sultan Idris for managing this research grant.

 Compliance with ethical standards

 Ethical considerations

All participating experts provided informed consent, and their anonymity and confidentiality were maintained throughout the study. This research adhered to ethical guidelines for studies involving human participants, ensuring transparent and voluntary participation.

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Jamil MRM, Idris N, Aris NM, Razalli AR, Zalli MMM, Othman MS, Hosshan H, and Noh NM (2024). Crafting a blueprint for enhancing emotional well-being in special education post-pandemic: A fuzzy Delphi approach. International Journal of Advanced and Applied Sciences, 11(11): 99-111

 Permanent Link to this page

 Figures

 Fig. 1 Fig. 2 Fig. 3

 Tables

 Table 1 Table 2 Table 3 Table 4 Table 5 Table 6 Table 7 Table 8 Table 9 

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