Integration of socio-emotional and metacognitive dimensions in contemporary education: foundations for a holistic approach
DOI:
https://doi.org/10.71112/2srbj841Keywords:
Holistic education, Socio-emotional competencies, Metacognition, Emotional intelligence, Transformative learning.Abstract
This theoretical review article analyzes the need to reconfigure the meaning of contemporary education through the integration of traditionally fragmented dimensions: cognition, emotion, metacognition, and social context. From a reflective and critical approach, it examines contributions from emotional intelligence, socio-emotional competencies, creative metacognition, and holistic pedagogy, in dialogue with socio-critical and hermeneutic perspectives. The analysis shows that the predominance of standardized, measurement-centered educational models has limited the understanding of learning as a complex and multidimensional process. In contrast, the reviewed approaches propose an integrative vision in which the learner is conceived as a situated, active subject engaged in continuous meaning-making. Furthermore, socio-emotional education is highlighted as a key factor not only in individual development but also in shaping social practices oriented toward coexistence and collective responsibility. The articulation between metacognition and creativity enables the overcoming of reproductive knowledge models, fostering autonomous and transformative thinking. Finally, the study concludes that education must be understood as an ethical and social practice aimed not only at knowledge transmission but at the integral formation of individuals capable of understanding, feeling, and transforming their reality.
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