Habilidades Socioemocionales en Educación Básica
Palabras clave:
habilidades socioemocionales, educación, básicaResumen
El presente artículo de revisión tiene como objetivo analizar la evidencia científica sobre el desarrollo de habilidades socioemocionales en estudiantes de educación básica, identificando las dimensiones, estrategias pedagógicas, resultados, factores contextuales y desafíos asociados a su implementación. La investigación se llevó a cabo mediante una revisión sistemática de la literatura siguiendo la metodología PRISMA 2020, realizando búsqueda, selección y análisis de estudios publicados en bases de datos académicas internacionales entre 2010 y 2025. Se incluyeron investigaciones cuantitativas, cualitativas y metaanálisis que abordaron programas de aprendizaje socioemocional (ASE), integración curricular y estrategias docentes. Los hallazgos evidencian que los programas ASE generan mejoras significativas en el rendimiento académico, bienestar emocional, habilidades sociales, resiliencia y motivación de los estudiantes. La efectividad de las intervenciones depende de la formación docente, el apoyo institucional, la participación familiar y la adaptación contextual y cultural. Se identifican barreras relacionadas con la priorización curricular, recursos limitados y dificultades de evaluación estandarizada. La revisión concluye que el desarrollo de habilidades socioemocionales es un componente esencial de la educación integral, y su implementación sistemática, multicomponente y sostenible contribuye a formar estudiantes competentes, autónomos y socialmente responsables, capaces de afrontar los desafíos del siglo XXI.
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