Taiwan’s new 12-year basic education curriculum has been in place for four years. The development of the curriculum is based on the spirit of whole-person education, with “spontaneity, interaction, and mutual benefit” as its philosophy. The spirit of the new curriculum is echoed. Team-Based Learning (TBL) can be described as a unique and powerful form of small-group learning through which teachers can also develop the highest assessable performance of their students, prompting them to show all that they have learned and allowing them to demonstrate their learning. Social-Emotional Learning (SEL) has attracted attention and discussion in the field of K12 education, and in recent years, it has been gradually developed in higher education and adult vocational education and training. In this study, 15 students were divided into 5 groups to promote team-based learning method into the project-based practical course and to participate in project-based competition activities. At the end of the course, 15 students were interviewed qualitatively to observe the development of their SEL. From the qualitative interviews conducted after the activity, it was observed that the students grew in the process of accepting and embracing different ideas, and became more active learners and problem solvers, and the cultivation of cross-disciplinary talents could help develop students’ core competencies. On the other hand, students’ confidence in self-decision making is enhanced through effective interpersonal interactions in TBL. During the process, students explore themselves, increase self-discipline, demonstrate their self-worth, and use interpersonal skills in groups to foster and effectively enhance SEL. © 2024, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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