<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2665-0398</journal-id>
<journal-title><![CDATA[Aula Virtual]]></journal-title>
<abbrev-journal-title><![CDATA[Aula Virtual]]></abbrev-journal-title>
<issn>2665-0398</issn>
<publisher>
<publisher-name><![CDATA[Fundación Aula Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-03982025000102068</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.16986168</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[HABILIDADES ANALÍTICAS E INTERPERSONALES EN DOCENTES DE SECUNDARIA: REVISIÓN SISTÉMICA A NIVEL LATINOAMERICANO 2021-2025]]></article-title>
<article-title xml:lang="en"><![CDATA[ANALYTICAL AND INTERPERSONAL SKILLS IN SECONDARY SCHOOL TEACHERS: A SYSTEMIC REVIEW AT THE LATIN AMERICAN LEVEL 2021-2025]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro Silva]]></surname>
<given-names><![CDATA[Jesús Rafael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reyes Guerrero]]></surname>
<given-names><![CDATA[Ruth Violeta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>6</volume>
<numero>13</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-03982025000102068&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-03982025000102068&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-03982025000102068&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La presente revisión sistemática analiza la producción científica entre 2021 y 2025 sobre las habilidades analíticas e interpersonales en docentes de secundaria en América Latina. A través del protocolo PRISMA, se seleccionaron nueve estudios que evidencian avances y limitaciones en la formación, aplicación e impacto de estas competencias. Los resultados indican que las habilidades analíticas -como el pensamiento crítico, la evaluación basada en datos y la resolución de problemas- permiten una docencia reflexiva y adaptativa. Por su parte, las habilidades interpersonales -como la empatía, la comunicación efectiva y el liderazgo participativo- son esenciales para generar climas escolares positivos y mejorar la convivencia. Sin embargo, se constata una débil inclusión de estas habilidades en los programas formativos, así como una escasa sistematización de las prácticas docentes que las promueven. Se concluye que el fortalecimiento de estas competencias debe ser una prioridad en las políticas de formación docente inicial y continua para consolidar una educación de calidad, inclusiva y resiliente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This systematic review analyzes scientific literature from 2021 to 2025 regarding analytical and interpersonal skills in secondary school teachers in Latin America. Following the PRISMA protocol, nine empirical studies were reviewed, revealing both advances and limitations in the development, application, and impact of these skills. Analytical skills-such as critical thinking, data-driven evaluation, and problem-solving-enable reflective and adaptive teaching. Meanwhile, interpersonal skills-including empathy, effective communication, and participative leadership-are vital for fostering positive classroom climates and improving school coexistence. However, the integration of these skills into teacher training programs remains limited, and the pedagogical practices that promote them lack sufficient systematization. The study concludes that strengthening these skills should be a priority in both pre-service and in-service teacher education policies to ensure high-quality, inclusive, and resilient education systems in the region.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Habilidades analíticas]]></kwd>
<kwd lng="es"><![CDATA[habilidades interpersonales]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[secundaria]]></kwd>
<kwd lng="es"><![CDATA[América Latina]]></kwd>
<kwd lng="es"><![CDATA[competencias docentes]]></kwd>
<kwd lng="en"><![CDATA[Analytical skills]]></kwd>
<kwd lng="en"><![CDATA[interpersonal skills]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="en"><![CDATA[Latin America]]></kwd>
<kwd lng="en"><![CDATA[teaching competencies.]]></kwd>
</kwd-group>
</article-meta>
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