Downloads

https://doi.org/10.62836/jissh.v2i1.398
Zagkotas, V. (2025). Comics as Pedagogical Tools for Developing Emotional Intelligence in Primary Education: Theory, Practices, and Classroom Applications. Journal of Integrated Social Sciences and Humanities, 1–10. https://doi.org/10.62836/jissh.v2i1.398
Volume 2, Issue 1, 2025

Comics as Pedagogical Tools for Developing Emotional Intelligence in Primary Education: Theory, Practices, and Classroom Applications

This article explores the pedagogical potential of comics as tools for cultivating emotional intelligence (EI) in primary education. Drawing on contemporary research and international practices, it highlights how comics—through their unique integration of image and narrative—can support key emotional competencies such as empathy, self-awareness, self-regulation, and responsible decision-making. The discussion begins with a typology of comics (educational, literary, and graphic novels) and their specific relevance to emotional learning. It then presents concrete examples of international programs and educational uses of comics to address issues such as bullying, diversity, and emotional expression. Emphasis is placed on how comics visually represent emotions, engage students’ imagination, and provide a safe medium for discussing difficult emotional topics. The article concludes with a set of structured classroom activities tailored to different age groups (6–12 years old), each linked to specific EI skills. These include reading and discussing comics, role-playing, comic diaries, and interactive storytelling. A synthesis table maps these activities onto educational levels and competencies. Overall, the article argues that comics can be powerful, inclusive tools that foster not only language and creative skills but also core emotional competencies essential to holistic child development.

comics emotional intelligence primary education social-emotional learning visual literacy

References

  1. Bru-Luna LM, Martí-Vilar M, Merino-Soto C, et al. Emotional Intelligence Measures: A Systematic Review. Healthcare 2021; 9(12): 1696. https://doi.org/10.3390/healthcare9121696.
  2. Salovey P, Mayer JD. Emotional Intelligence. Imagination, Cognition and Personality 1990; 9: 185–211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG.
  3. Gimbert BG, Miller D, Herman E, et al. Social Emotional Learning in Schools: The Importance of Educator Competence. Journal of Research on Leadership Education 2023; 18(1): 3–39. https://doi.org/10.1177/19427751211014920.
  4. Ferreira M, Martinsone B, Talić S. Promoting Sustainable Social Emotional Learning at School through Relationship-Centered Learning Environment, Teaching Methods and Formative Assessment. Journal of Teacher Education for Sustainability 2020; 22(1): 21–36. https://doi.org/10.2478/jtes-2020-0003.
  5. Pedrazzini A, Zinkgräf C, Bugallo L, et al. Humour, Empathic Concern and Perspective-Taking in Children. Cartooning about Social Inequality. Children & Society 2024; 38(2): 636–657. https://doi.org/10.1111/chso.12744.
  6. Sinervo KA, Freedman A. Feeling your pain: Empathy in comics. Journal of Graphic Novels and Comics 2022; 13(4): 554–570. https://doi.org/10.1080/21504857.2021.1951786.
  7. Akcanca N. An Alternative Teaching Tool in Science Education: Educational Comics. International Online Journal of Education and Teaching 2020; 7(4): 1550–1570.
  8. Humphrey A. The Pedagogy and Potential of Educational Comics. Journal of Comic Art 2020; 22(2): 1–30.
  9. EQ Students. Available online: https://eqstudents.eu/ (accessed on 29 April 2025).
  10. Bozkurt O. The Effect of Using Educational Comics in Science Class on Hidden Attitude, Motivation and Academic Achievement. International Journal of Education Technology & Scientific Researches 2023; 8(23): 1301–1328. https://doi.org/10.35826/ijetsar.611.
  11. Şentürk M, Şimşek U. The Effect of Educational Comics and Educational Cartoons on Student Attitude and Motivation in Social Studies Course. International Journal of Education Technology & Scientific Researches 2022; 7(17): 378–413. https://doi.org/10.35826/ijetsar.422
  12. Sentürk M, Simsek U. Educational Comics and Educational Cartoons as Teaching Material in The Social Studies Course. African Educational Research Journal 2021; 9(2): 515–525. https://doi.org/10.30918/AERJ.92.21.073.
  13. Mikelin M. Emotional Arcs in Comics: Examining the Progression of Valence and Arousal within Time, Space, and Character Runs. Master’s Thesis. Tilburg University, Tilburg, The Netherlands, 2025.
  14. DeHart JD. (Ed.) Exploring Comics and Graphic Novels in the Classroom; IGI Global: Hershey, PA, USA; New York, NY, USA, 2022. https://doi.org/10.4018/978-1-6684-4313-2.
  15. Domyancich-Lee SC, Cleeland LR, McCleary JS. Teaching Note—Comics in the Classroom: Teaching with Graphic Novels. Journal of Social Work Education 2022; 58(3): 579–585. https://doi.org/10.1080/10437797.2021.1942353.
  16. Fenty NS, Brydon M. Using Graphic Novels to Engage Students with Learning Disabilities during Fluency Instruction. Intervention in School and Clinic 2020; 55(5): 278–285. https://doi.org/10.1177/1053451219881749.
  17. Duncan R, Smith MJ, Levitz P. The Power of Comics and Graphic Novels: Culture, Form, and Context; Bloomsbury Publishing: London, UK, 2023.
  18. Strong MT, Cook T, Belet LA, et al. Changing the World: How Comics and Graphic Novels Can Shift Teaching. Humanity & Society 2023; 47(2): 245–257. https://doi.org/10.1177/01605976231158969.
  19. Smyth T. Teaching with Comics and Graphic Novels: Fun and Engaging Strategies to Improve Close Reading and Critical Thinking in Every Classroom; Routledge: New York, NY, USA, 2022. https://doi.org/10.4324/9781003291671.
  20. Aldahash R, Altalhab S. The Effect of Graphic Novels on EFL Learners’ Reading Comprehension. International Journal of Applied Lnguistics and English Literature 2020; 9(5): 19–26. https://doi.org/10.7575/aiac.ijalel.v.9n.5p.19.
  21. Wallner L, Barajas KE. Using Comics and Graphic Novels in K-9 Education: An Integrative Research Review. Studies in Comics 2020; 11(1): 37–54. https://doi.org/10.1386/stic_00014_1.
  22. Romá-Mateo C, Olaso-Gonzalez G. Comic-Book Club of Graphic Medicine: Using Comics to Boost Empathy in the Teaching of Medical Sciences. In Proceedings of the 14th International Conference on Education and New Learning Technologies, Palma, Spain, 4–6 July, 2022; pp. 3744–3749. https://doi.org/10.21125/edulearn.2022.0914.
  23. Kachorsky D, Reid SF. Teaching with Comics for the First Time: Traditional Literacy and Non-Traditional Texts in Content Area Classrooms. Study & Scrutiny: Research on Young Adult Literature 2022; 5(2): 64–94. https://doi.org/10.15763/issn.2376-5275.2022.5.2.64-94.
  24. Kachorsky D, Reid SF. The Covers of Young Adult Novels and Their Graphic Novel Adaptations: A Qualitative Multimodal Content Analysis. Literacy Research: Theory, Method, and Practice 2020; 69(1): 303–319.
  25. Attwood AI, Gerber JL. Comic Books and Graphic Novels for the Differentiated Humanities Classroom. Kappa Delta Pi Record 2020; 56(4): 176–182. https://doi.org/10.1080/00228958.2020.1813520.
  26. Haendiges J. Comics as Visual Storytelling. 2024. Available online: https://www.ebsco.com/research-starters/literature-and-writing/comics-visual-storytelling (accessed on 29 April 2025).
  27. Kukkonen K. Contemporary Comics Storytelling; University of Nebraska Press: Lincoln, NE, USA, 2013. https://doi.org/10.2307/j.ctt1ddr8c6.
  28. Filice L, Weese WJ. Developing Emotional Intelligence. Encyclopedia 2024; 4(1): 583–599. https://doi.org/10.3390/encyclopedia4010037.
  29. Min HJ, Park SH, Lee SH, et al. Building Resilience and Social–Emotional Competencies in Elementary School Students through a Short-Term Intervention Program Based on the SEE Learning Curriculum. Behavioral Sciences 2024; 14(6): 458. https://doi.org/10.3390/bs14060458.
  30. Greenberg MT. Evidence for Social and Emotional Learning in Schools; Learning Policy Institute: Palo Alto, CA, USA, 2023. https://doi.org/10.54300/928.269.
  31. Gunn AA, Bennett SV, Peterson BJ. Exploring Multicultural Picturebooks with Social–Emotional Themes. The Reading Teacher 2022; 76(3): 362–374. https://doi.org/10.1002/trtr.2145.
  32. Pursall D. Comics and Social-Emotional Laughter. In Teaching with Comics: Empirical, Analytical, and Professional Experiences; Springer International Publishing: Cham, Switzerland, 2022; pp. 63–84. https://doi.org/10.1007/978-3-031-05194-4_4.
  33. Lowe S. Book Review: Manga in Libraries: A Guide for Teen Librarians. The Journal of Anime and Manga Studies 2024; 5; 254–258. https://doi.org/10.21900/j.jams.v5.1799.
  34. Barette M. Using Comics to Foster Connections, Develop Empathy in Challenging Times. Available online: https://librarypass.com/2021/09/13/using-comics-to-foster-connections-develop-empathy-in-challenging-times/#:~:text=educational%20needs,every%20age%20level%20and%20interest (accessed on 29 April 2025).
  35. Dallacqua AK, Sheahan A, Davis AN. Teaching the Comic Yummy to Engage Adolescent Empathy, Critical Reflection, and Community Awareness. Journal of Moral Education 2022; 51(3): 404–421. https://doi.org/10.1080/03057240.2021.1890554.
  36. Orazi V. Introduction, Comics as a Tool for Managing Discomfort and Trauma. eHumanista: IVITRA 2024; 25: 1–8.
  37. Sabri S, Rismarinandyo MY. Digital Comics as a Communication Medium to Convey the Dangers of Mental Disorders among Victims of Bullying and Perpetrators of Bullying against Teenagers at SMK Muhammadiyah 1 Yogyakarta. COMMICAST 2024; 5(2): 125–140. https://doi.org/10.12928/commicast.v5i2.11246.
  38. Navas E, Armendariz S. Interactive Application with Motion Comics in the School Bullying Awareness Process. In Perspectives and Trends in Education and Technology: Selected Papers from ICITED 2022; Springer: Singapore, 2023; pp. 219–230. https://doi.org/10.1007/978-981-19-6585-2_20.
  39. Labarre N. Understanding Genres in Comic; Springer International Publishing: Cham, Switzerland, 2020. https://doi.org/10.1007/978-3-030-43554-7.
  40. Scholastic Kids & Family Reading Report. A Biennial National Survey of Parents’ and Children’s Reading Attitudes and Behaviors. 2025. Available online: https://www.scholastic.com/content/corp-home/kids-and-family-reading-report/key-findings.html?appesp=CORP/intraapp/202411//txtl/keyFindings/kfrr////// (accessed on 29 April 2025).
  41. Dean, A. 2022 Bookstore Graphic Novel Sales: Viz, Scholastic Made Up Nearly 43% of All Sales. Available online: https://www.diversetechgeek.com/2022-bookstore-graphic-novel-sales/ (accessed on 29 April 2025).
  42. Vitella F. Comics, the Library Has Those: How Public Libraries Can Use Graphic Novels to Foster Reading Communities. Journal of Graphic Novels and Comics 2022; 13(1): 72–92. https://doi.org/10.1080/21504857.2020.1808497.
  43. Wallner L. Kid Friendly? Constructions of Comics Literacy in the Classroom. Language and Literature 2020; 29(1): 76–94. https://doi.org/10.1177/0963947020910626.
  44. Poon ST. Telling a Compelling Story: An Exploration of Cognitive Simplicity in Comic Book Design and Characterisation as Visual Communication for Political, Cultural and Social Influence. Wacana Seni Journal of Arts Discourse 2022; 21: 1–16. https://doi.org/10.21315/ws2022.21.1.
  45. Wu J, Sun Y, Lin RT. Less Is More: Audience Cognition of Comic Simplification in the Characters of Peking Opera. Sci 2022; 4(1): 2. https://doi.org/10.3390/sci4010002.
  46. Reijonen T. Something Terrible; or How Graphic Style Shifts Are Used to Depict the Horrific in Contemporary Horror Comics. Master’s Thesis, Aalto University, Espoo, Finland, 2021.
  47. Postema B. Narrative Structure in Wordless Comics. 9ª Arte 2019; 8(2): 9–35. https://doi.org/10.11606/issn.2316-9877.v8i2p9-35.
  48. Sobkin V, Ryabkova I, Antufueva N. Connection of Features of Identification with Cartoon Characters with the Understanding of Emotions in Older Preschoolers. Медиаобразование 2024; 4: 668–680.
  49. Thomsen Ι. Why Comics and Graphic Novels Like ‘Maus’ Are Effective Teaching Tools. Available online: https://news.northeastern.edu/2023/06/07/comics-graphic-novels-teaching-education/#:~:text=%E2%80%9CThere%E2%80%99s%20something%20really%20important%20about,%E2%80%9D (accessed on 29 April 2025).
  50. Christina, L, Ismaniati C. Comics to Learn Characters of Care and Responsibility in Children. In Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018), Depok, Indonesia, 22–24 July 2018; Atlantis Press: Dordrecht, The Netherlands, 2018; pp. 321–326. https://doi.org/10.2991/iccie-18.2019.55.
  51. Muscio A, Farinella M. Are Scientists Heroes or Villains? The Fascinating Case of DC and Marvel Superheroes Comics. Technology in Society 2025; 82: 102895. https://doi.org/10.1016/j.techsoc.2025.102895.
  52. Van Vleet SC, Moore E, Akibar A, et al. “With Great Power Comes Great Impressionability”: A Study of the Relation between Stereotypes and Superheroes. In Minorities-New Studies and Perspectives; IntechOpen: London, UK, 2023. https://doi.org/10.5772/intechopen.110004.
  53. Bialyk V, Ivasyshyn M. The Multimodality of the English Visual and Graphic Text. Annals of the University of Craiova. Series Philology. Linguistics 2023; 45(1–2). https://doi.org/10.52846/aucssflingv.v45i1-2.84.
  54. Skwarzyński, J. Translating Images. Comic Books and Graphic Novels as Multimodal Texts in Translation. New Horizons in English Studies 2019; 4(1): 102-117.
  55. Matuk C, Hurwich T, Spiegel A, et al. How do Teachers Use Comics to Promote Engagement, Equity, and Diversity in Science Classrooms? Research in Science Education 2021; 51: 685–732. https://doi.org/10.1007/s11165-018-9814-8.
  56. Elswick S. Using Picture Books to Enhance Children’s Social and Emotional Literacy: Creative Activities and Programs for Parents and Professionals; Jessica Kingsley Publishers: Philadelphia, PA, USA, 2018.
  57. Johnson CG. In the Classroom—Feelings Faces, an Elementary Social-Emotional Arts Activity. Available online: https://comicarted.com/blog/2018/7/27/in-the-classroom-feelings-faces (accessed on 29 April 2025).

Supporting Agencies

  1. Funding: This research received no external funding.