The Role of Studying Drama in Behavior Modification: A Mixed Theoretical and Field Study in the Sudanese Educational Context

Abstract

This study examines the potential of drama as a pedagogical tool for modifying student behavior  in Sudan. In contemporary education, behavioral development has become as critical as academic achievement, particularly in societies experiencing rapid social transformation and educational challenges. Schools in Sudan play a pivotal role in shaping not only knowledge acquisition but also students’ social and emotional development. Despite the recognized importance of social and emotional learning, drama remains an underutilized resource in Sudanese curricula. Employing a mixed-method research design, this study integrates a comprehensive theoretical analysis with empirical evidence obtained through a field study conducted in three secondary schools in Khartoum State. A total of one hundred and twenty students, evenly distributed across gender and aged 15–17, participated in the study. Data collection involved a behavioral assessment questionnaire, teacher observation sheets, and a series of structured drama-based activities.These activities were designed to create safe and controlled environments in which students could explore emotions, interpersonal conflicts, moral dilemmas, and social interactions. The findings indicate a substantial improvement in students’ behavioral outcomes across several domains. These include cooperation, respect for others, emotional regulation, constructive self-expression, and communication skills .The research concludes that drama is a highly effective educational tool that can transform both classroom behavior and students’ social-emotional development. It recommends that Sudanese educational authorities integrate drama into the secondary curriculum, provide teacher training in drama-based instruction, and establish structured drama programs to support behavior modification.