Flexible pedagogical model designed to strengthen socio-affective skills in overage secondary school students in Bucaramanga
DOI:
https://doi.org/10.71112/vmw68933Keywords:
flexible model, social-emotional skill, overage, strategies, emotional educationAbstract
Currently, social-emotional education not only enables the development of skills that help regulate emotional responses but also contributes to enhancing students’ ability to apply reason in self-knowledge, in order to self-regulate. Law 2383 of 2024 promotes social-emotional education in educational institutions in Colombia, aiming for the holistic development of students through cognitive, social, and emotional competencies. Within this framework, flexible models such as “Pensar” are implemented to encourage the inclusion of overage students and to combat grade repetition, especially in contexts affected by phenomena such as migration and dropout. This research aims to evaluate the impact of the Pensar Model on the social-emotional component of secondary school students in the city of Bucaramanga, using a mixed-method approach with a contemporary cross-sectional design, including a sample of 145 students and 9 teachers across four institutions. Questionnaires were used to gather information on the implementation of the model and its influence on students’ learning and well-being. In conclusion, the research highlights advancements in students’ social-emotional skills, especially in social awareness and conflict resolution, although challenges persist in self-regulation and stress management. The model’s teachers use intentional strategies that strengthen social-emotional and cognitive development, positively impacting both the school and family environment.
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