"BUILDING ACADEMIC AND PROFESSIONAL SUCCESS: THE DECISIVE ROLE OF SOCIOEMOTIONAL COMPETENCIES IN 21ST-CENTURY PRIMARY EDUCATION"

Authors

  • Hugo Urieles Campo
  • Amada Fuentes Parra

DOI:

https://doi.org/10.56219/lneaimaginaria.v3i24.5790

Keywords:

Socio-emotional Competencies,, Emotional Intelligence, Primary Basic Education, Academic Success, Professional Success, 21st Century Skills

Abstract

In the hectic world we live in today, it is necessary to explore and strengthen our social-emotional skills, especially in our second home: school, the place where we spend most of our time and interact with our peers. There, emotional education becomes a fundamental factor in the implementation of programs at the levels offered; as is the case with 21st Century Primary Education, from this level we can establish definitive importance in the path to students' academic and professional success.

While reading this article, we can analyze how the constant development of these skills throughout primary education lays the foundation for improved school attainment, healthy coexistence, and the desired comprehensive education. More than a grade or a number, we discuss how socioemotional competencies provide children with the tools they need to face challenges, solve problem situations favorably, and develop positive interpersonal relationships, as this becomes a fundamental element of their psychosocial well-being. It should be noted that this article was conducted under the interpretive paradigm, with a qualitative research approach. A documentary review was used as the data collection technique to reference the literature on which we relied.

Ultimately, the article raises the importance of these competencies in the educational and professional fields. Socioemotional skills fostered and practiced from childhood are established as essential elements for achieving success throughout our lives. We can conclude that openly integrating socioemotional education into the primary education curriculum is not only a requirement, but a necessary strategy to prepare future generations for the challenges and situations of this complex and busy world.

Downloads

Download data is not yet available.

Author Biographies

Hugo Urieles Campo

Institución Educativa

Técnica Agropecuaria

Santa Cruz.

Luruaco, Atlántico,

Colombia

Amada Fuentes Parra

Institución Educativa

Técnica

Francisco de Paula Santander,

Galapa, Atlántico,

Colombia

References

Axelrod, J. (2010). Colaboración para el aprendizaje académico, social y emocional (CASEL). En Enciclopedia de Psicología Escolar Intercultural (pp. 232-233). Springer, Boston, MA. DOI: https://doi.org/10.1007/978-0-387-71799-9_77

Bisquerra, R. (2009). Psicopedagogía de las emociones. Síntesis.

Bisquerra, R. (2009). Educación emocional y competencias básicas para la vida. Barcelona: Praxis.

CASEL. (2023). What is SEL? Collaborative for Academic, Social, and Emotional Learning. https://casel.org

Collaborative for Academic, Social, and Emotional Learning (CASEL). (2020). What is SEL? Recuperado de https://casel.org/what-is-sel/

Cortes, C., Iglesia, J., Milla, E. (2019). Aprendizaje socioemocional en educación primaria: Estudio de caso en escuelas latinoamericanas. Scopus.

Denzin, N. K., & Lincoln, Y. S. (2012). The SAGE Handbook of Qualitative Research (4th ed.). Thousand Oaks, CA: SAGE.

Domitrovich, C. E., Durlak, J. A., Weissberg, R. P., & Gullotta, T. P. (2022). Promoting Social and Emotional Learning: Guidelines for Educators. Guilford Press.

Duque, P. (2023). Autorregulación y logros de aprendizaje: Implicaciones para el diseño curricular. Scopus.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). El impacto de mejorar el aprendizaje socioemocional de los estudiantes: un metaanálisis de intervenciones universales en la escuela. ChildDevelopment, 82(1), 405–432. https://doi.org/10.1111/j.1467 8624.2010.01564.x DOI: https://doi.org/10.1111/j.1467-8624.2010.01564.x

Elias, MJ et al. (1997). Promoción del aprendizaje socioemocional: Directrices para educadores. Alexandria: Asociación para la Supervisión y el Desarrollo Curricular, 163 pág.

Foro Económico Mundial (WEF). (2023). Future of Jobs Report 2023. Recuperado de https://www.weforum.org/reports/the-future-of-jobs-report-2023/

Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.

González, A. et al. (2021). Emotional Intelligence and Academic Achievement in Primary Education. Journal of Educational Psychology.

Gutiérrez, S., & Rivera, J. (2022). La educación emocional en contextos multiculturales. Revista Latinoamericana de Psicología, 27(3), 45-60.

Jones, S. M., & Doolittle, E. J. (2017). Social and Emotional Learning: Looking Back, Looking Forward. In J. L. Mahoney, R. W. Larson, & E. D. Eccles (Eds.), Handbook of Youth Positive Development (pp. 377–390). Springer.

OECD (2015). Skills for Social Progress: The Power of Social and Emotional Skills. Paris: OECD Publishing

Paré, G., Kitsiou, S., & Jalal, N. (2015). Synthesizing information systems knowledge: A typology of literature reviews. Information & Management, 52(2), 183–198. https://doi.org/10.1016/j.im.2014.12.004 DOI: https://doi.org/10.1016/j.im.2014.08.008

Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. DOI: https://doi.org/10.1016/j.jbusres.2019.07.039

Torres, J., & Ramírez, C. (2024). Adaptaciones culturales del currículo de aprendizaje socioemocional en América Latina. Revista Latinoamericana de Educación Inclusiva, 18(1), 55–72.

UNESCO. (2015). Competencias socioemocionales y bienestar: Un estudio internacional. UNESCO. Recuperado de https://unesdoc.unesco.org/ ark:/48223/pf0000235336_spa

UNESCO (2016). Educación para los Objetivos de Desarrollo Sostenible: Objetivos de aprendizaje. París: UNESCO. https://doi.org/10.1016/j. jbusres.2019.07.039

Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2020). Building academic success on social and emotional learning: What does the research say? Teachers College Press.

Published

2026-07-10

How to Cite

Hugo Urieles Campo, & Amada Fuentes Parra. (2026). "BUILDING ACADEMIC AND PROFESSIONAL SUCCESS: THE DECISIVE ROLE OF SOCIOEMOTIONAL COMPETENCIES IN 21ST-CENTURY PRIMARY EDUCATION". LÍNEA IMAGINARIA, 3(24). https://doi.org/10.56219/lneaimaginaria.v3i24.5790

Issue

Section

Articulos de Revisión Bibliográfica