‘Eccomi Pronto’ (EP), an elementary school socio-emotional learning curriculum that
was originally developed and evaluated in Italy was translated in Korean and
implemented and evaluated in 4th grade classrooms of a primary school in South Korea.
Qualitative data from teachers indicated that EP improved the self-reflection and selfdirection
of students, resulted in pedagogically useful insights into the psychological
functioning of students, and enhanced the quality of teacher-student interaction.
However, statistically significant changes in students’ engaged, academic behavior (as
measured by an 8-item survey) were not noted. Teachers reported that the core of the EP
curriculum was appropriate for the South Korean educational context. Teachers also
recommended modifications in the follow-up learning activities to make these activities
more consistent with South Korean education practices.peer-reviewe
