Active methodological strategies for the development of socio-emotional competencies in university students

Byron Carlos Reasco Garzón, Rosa Marianella Contreras Jordán, Jeanelly Cecilia Aguilar Parra, Daniel Fabricio Contreras Moscol

Resumen


The development of socioemotional competencies in university students is increasingly valued as a fundamental element of comprehensive education. However, their incorporation into higher education curricula remains limited. This study aimed to analyze the impact of active methodological strategies on promoting these competencies in university settings. To this end, a systematic literature review was conducted in indexed databases such as Scopus, Web of Science, SciELO, and other academic sources, using the PICO strategy. Ten relevant studies published between 2015 and 2025 were selected, which presented significant results in variables such as empathy, emotional self-regulation, responsible decision-making, moral autonomy, interpersonal communication, and life satisfaction. The methodologies examined included project-based learning, gamification, flipped classrooms, simulation, role-playing, and social and emotional learning (SEL) programs. The results show that these strategies not only improve academic performance but also the personal and social well-being of students. The conclusion is that the systematic integration of these practices into the university curriculum can enhance the development of more humane, committed, and emotionally competent professionals.

 


Palabras clave


active learning; socioemotional skills; emotional education; higher education; active methodologies.

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Referencias


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DOI: https://doi.org/10.23857/pc.v10i6.9670

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