Habilidades socioemocionales y su incidencia en los ambientes de aprendizaje, octavo grado, ciencias sociales, Colegio Nueve de Octubre, Machala, periodo 2024 - 2025

Abstract

The present study examines the impact of socio-emotional skills on the learning of eighth grade students in the subject of Social Sciences at Colegio 9 de Octubre, in the city of Machala, during the period 2024-2025. The mixed approach research aimed to identify the key skills necessary to promote the comprehensive development of students, especially those that facilitate learning. An approach that integrated qualitative and quantitative methodologies was used for the diagnosis and analysis of the problem. Data was also collected through surveys, interviews, and observations, which allowed identifying the main deficiencies in students' socioemotional skills. Based on these findings, a proposal was developed focused on the creation of an educational blog, which integrates methodological strategies including: mindfulness, roleplaying, feedback, collaborative learning, and behavior modeling, aimed at promoting socioemotional skills such as empathy, emotion management, self-regulation, decisionmaking, and self-knowledge. This digital platform was considered a flexible and accessible digital tool to improve the learning environment, which combines innovative methodological strategies to strengthen these skills. It also had the support of educational authorities, teachers and experts in the area, who provided valuable suggestions to enrich the content and ensure its effectiveness. The results showed that the implementation of socio-emotional strategies through the educational curriculum had a positive impact on the learning environment, promoting not only academic development, but also the personal growth of students. It is concluded that strengthening socio-emotional skills is essential to achieve a comprehensive education, highlighting the importance of integrating digital tools as part of current pedagogical practices.