Theatre-based workshops for university students: A case study on socioemotional development

Background / Objectives:
This study explores the impact of theatre-based training on the socioemotional development of university students, both local and international. It builds on the framework of the Collaborative for Academic, Social, and Emotional Learning (CASEL) and focuses on the use of actor training as a pedagogical tool in higher education.

Methodology:
The research follows a mixed-method approach, combining a quasi-experimental design with a phenomenological case study. Data sources include pre- and post-workshop self-assessment surveys, semi-structured interviews, focus groups, and student narratives collected across several academic years (2019–2025). The workshop design is based on methods from Stanislavski, Viewpoints, and intercultural theatre techniques.

Results / Findings:
Preliminary findings suggest that students experience measurable improvements in emotional awareness, interpersonal communication, empathy, and self-confidence. The qualitative analysis also reveals a deepening of intercultural sensitivity and an increased sense of belonging, especially among international students.

Conclusions / Implications:
Theatre-based interventions can be a powerful means to foster personal growth and emotional intelligence in higher education. These results may inform future course design and contribute to the integration of artistic practices in university curricula aimed at enhancing students’ socioemotional skills.