Psychopedagogical support strategies for students with high test anxiety
DOI:
https://doi.org/10.71112/rxsevd51Keywords:
educational inclusion, emotional self-regulation, ICT, psychopedagogical support, special educational needsAbstract
This study examines the influence of psychopedagogical support mediated by digital technologies on the academic and socio-emotional development of students with special educational needs (SEN). Through the use of strategies based on observation, interviews, and targeted psychopedagogical interventions, significant improvements were identified in emotional self-regulation, concentration, and participation in learning activities. The integration of ICT allowed the support strategies to be adapted to the individual characteristics of each student, facilitating a more inclusive and personalized learning process. The findings indicate that the implementation of digital tools, combined with continuous teacher guidance, contributes to the creation of more accessible and motivating learning environments. Additionally, the study highlights the importance of collaborative work between teachers, families, and support professionals to strengthen the progress achieved. These results align with recent research emphasizing the crucial role of psychopedagogical strategies in reducing learning barriers and improving students’ emotional well-being. It is concluded that ICT represents a valuable resource for enhancing learning and promoting educational inclusion.
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Copyright (c) 2025 María Isabel Sabando Guerrero, Carlos Jimmy Coronel Llaguno, Jairo Andres Moreno Rodríguez, Karen Zulay Cerón Vasquez, Zaira Yomara Arreaga Chitacapa (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
