Abstract

MORALES RUIZ, Harold Jansen  and  BUENDIA CUEVA, Gissela Isabel. SOCIO-EMOTIONAL SKILLS IN STUDENTS OF REGULAR BASIC EDUCATION: A SYSTEMATIC REVIEW. Aula Virtual [online]. 2025, vol.6, n.13, e544.  Epub Oct 01, 2025. ISSN 2665-0398.  https://doi.org/10.5281/zenodo.17093677.

The study aimed to analyze recent scientific evidence related to the development of socio-emotional skills in students in Regular Basic Education, through a systematic review of literature published between 2020 and 2025. A qualitative documentary approach was applied, based on PRISMA guidelines. The search was conducted in the Scopus and SciELO databases, selecting 11 empirical studies that met rigorous inclusion criteria, such as thematic relevance and methodological quality. The results revealed that educational interventions both pedagogical, technological, and neuroeducational promoted consistent improvements in skills such as emotional self-regulation, empathy, social awareness, and conflict resolution. Emotional self-regulation was identified as the most addressed dimension due to its impact on stress management and academic performance. Empathy and collaborative work also stood out as key components in fostering positive school climates. The conclusions underscored the need to incorporate socioemotional education in a cross-curricular and intentional manner into the curriculum, considering its direct influence on emotional well-being, school coexistence, and the comprehensive development of students.

Keywords : Socio-emotional skills; basic education; emotional self-regulation; empathy.

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