This conceptual paper investigates the impact of integrating modern Information and Communication Technologies (ICT) into Physical Education (PE) lessons to enhance the emotional well-being of primary school students facing psychosocial barriers, particularly in the wake of the COVID-19 pandemic. The study begins with a comprehensive review of existing literature, which reveals the transformative potential of ICT in educational settings. It underscores how these technologies can significantly improve student engagement, participation, and emotional support, particularly in PE, where physical activity and social interaction are paramount. Despite the documented benefits of ICT in education, there exists a notable gap in research specifically addressing its impact on students with psychosocial challenges within PE contexts. Given the critical importance of physical and social interactions in PE, this paper seeks to fill this gap by formulating a central research question: How can ICT tools alleviate anxiety, foster emotional regulation, and promote social inclusion among primary school students with psychosocial barriers? To address this question, the paper proposes a mixed-methods research approach that combines quantitative assessments of emotional well-being with qualitative interviews conducted with both students and educators. This methodology aims to capture a holistic understanding of how ICT integration can influence the emotional landscape of students who may struggle with anxiety and social engagement in traditional PE settings. The anticipated findings from this research are expected to reveal a significant reduction in anxiety levels, enhanced emotional resilience, and increased social interactions among students with psychosocial barriers when ICT tools are effectively integrated into PE lessons. These results will provide invaluable insights for educators and policymakers, equipping them with strategies to create more inclusive and supportive PE environments through the use of technology. Furthermore, this paper discusses the broader implications of these findings for post-pandemic education and mental health support, highlighting the necessity for adaptive teaching strategies that prioritize the emotional well-being of vulnerable student populations. The study concludes by advocating for further research to explore the long-term outcomes of ICT integration and its potential applications across various educational contexts. By contributing to the growing body of knowledge on technology-enhanced education, this research underscores the vital role that ICT can play in supporting the emotional and social development of students facing psychosocial challenges, ultimately fostering a more equitable and inclusive educational landscape.

Keywords: ICT, Physical Education, emotional well-being, psychosocial barriers, primary education.