Emotional Education in the processes of cognitive learning

Abstract

Nowadays Emotional education is considered a key process in the development of socio-emotional and cognitive skills that facilitate learning across all fields of knowledge. The purpose of this article is to analyse the impact of emotional education on cognitive learning through a critical and reflective lens, based on information found in books, doctoral theses, and scientific articles that have examined the relationship between these two fundamental concepts within academic discourse on education.The findings indicate that while emotional education significantly influences the learning process—improving student motivation, concentration, and teamwork, and transforming attitudes toward classroom difficulties or challenges—in practice, there is evidence of the limited attention paid to emotions within the teaching profession. This lack of focus has a negative impact on the acquisition of new knowledge. It is necessary for educators to become aware of the importance of emotions in teaching and learning, ensuring they do not plan lessons without first considering the needs, interests, and emotional well-being of their students. In doing so, they can design activities and apply methodologies and strategies that favour the holistic development of the students.It is concluded that weaknesses still persist in the teaching and learning processes regarding the implementation of the affective component, particularly concerning pedagogical practice and the training of students in emotional management. To address this, it is essential for teachers to commit to fulfilling this objective in the exercise of their professional duties.