Challenges and Strategies for Integrating Self-Reflection, Socio-Emotion & Literacy in Rural Primary School Students: A Case Study in SK Keramuak, Tongod, Sabah

Abstract

This case study was conducted at Sekolah Kebangsaan (SK) Keramuak/ Keramuak National Primary School, Tongod, Sabah, to examine the challenges and strategies involved in integrating self-reflection, socio-emotional development, and literacy among rural primary school students. The study employed a qualitative case-study approach involving classroom observations, semi-structured interviews with teachers, and review of relevant school and learning documents. The findings indicate that the integration of these domains is influenced by students’ varied literacy levels, limited learning resources, rural accessibility, language diversity, teacher workload, and differences in students’ socio-emotional readiness. The study also identified classroom-based strategies such as reflective activities, guided discussion, peer interaction, differentiated literacy activities, teacher scaffolding, and contextualised learning materials as practical approaches for supporting students’ holistic development. The study demonstrates that integrating self-reflection, socio-emotional learning, and literacy requires context-sensitive pedagogical practices that recognise the linguistic, cultural, geographical, and educational realities of rural Sabah schools.