The Role of Teachers’ Infiltration of Multicultural Education and Social-Emotional Learning in Classroom Teaching on Students’ Development

In the context of sustainable development, the lack of multiculturalism and social-emotional guidance in Chinese education hinders the comprehensive development of contemporary students. The purpose of this study is to analyse the impact of classroom infiltration of multicultural education and social–emotional learning on student development from the perspective of promoting comprehensive development of students. Therefore, through the research of multicultural education and social–emotional learning, an educational model of student development is constructed. The characteristics of students’ development are analysed based on micro-theories, which are then combined with the actual teaching in the classroom. This analysis considers whether multicultural education, social–emotional learning, and students’ emotional management, teacher–student relationships and social–emotional beliefs played an intermediary role. The results demonstrated the following. (1) There was a significant positive correlation between teachers’ social and cultural emotional experience and teaching management. (2) Teaching management was positively correlated with social–emotional beliefs, teacher–student relationships and emotional management. (3) There was a clear positive correlation between life and emotional management. At the same time, there was a significant improvement in indicators such as social–emotional beliefs, emotional management abilities, learning outcomes and learning attitudes among students before and after teaching. The results indicate a positive relationship between the infiltration of multicultural education and social–emotional education in classroom teaching and the overall quality of students, as evidenced by an increase in student teaching evaluation scores. In addition, from the perspective of knowledge management, multicultural education and social–emotional teaching enhances the acquisition and sharing of knowledge, and strengthen students’ integration and updating of knowledge. The research on classroom infiltration through multicultural education and social–emotional learning not only promotes students’ comprehensive development but also enhances knowledge acquisition and sharing from the perspective of knowledge management, strengthens students’ integration and updating of knowledge, is conducive to the accumulation of students’ knowledge wealth and the improvement of their personal abilities, and weights the sustainable development of student education.