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Socio-emotional education as a key to social transformation: from the life project of students in primary school

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  • Celia Del Carmen Villadiego Monterrosa

    (University of Technology and Education, Estados Unidos)

Abstract

This scientific article aims to recognize socio-emotional education as a driving force for social transformation, specifically within the context of students' life projects in primary school. This research employed a qualitative, documentary-based methodological approach, specifically a literature review of scientific articles that have explored the same subject of study. Therefore, the research methodology is descriptive-analytical, following the framework proposed by Arias (2012), Bernal (2016), Hernández-Sampieri et al. (2014), and Gómez (2011). Consequently, twelve international and national scientific articles were systematically analyzed using the different categories of socio-emotional competencies, social transformation, and life projects. The results indicate that it is crucial for primary schools to address students' socio-emotional competencies to strengthen their experiences from childhood and to help them develop life projects with individual and social purpose. The school plays a vital role in this process, demonstrating significant cultural and emotional relevance.

Suggested Citation

Handle: RePEc:cvp:aiciss:v:4:y:2026:i:2:id:202
DOI: 10.69821/AICIS.v4i2.202
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