Didactic Strategy to Develop Socioemotional Competencies in University Students

Abstract

The university is an environment that allows the student to be able to diversify different situations, and there is a need to train sensitive and empathetic professionals for a competent society. The objective of this research was to design a didactic strategy to develop socioemotional competencies in students at a university in Lima. A qualitative methodology of non-experimental, cross-sectional, and descriptive design was used. The sample consisted of 34 students and four teachers. The techniques used included questionnaires, observations and interviews. The results showed 11 emerging categories, seven of which were approximate to the a priori category and four were influential in the research. A validated didactic strategy was presented with two lines of action composed of three stages: classroom emotional diagnosis, management of socioemotional teaching activities, and transformative evaluation; all under a model of Social and Emotional Learning, the Theory of Emotional Intelligence, and the epistemological positions of Neuroscience in Learning.