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Inclusive Pedagogical Models in STEM: The Importance of Emotional Intelligence, Resilience, and Motivation with a Gender Perspective

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Listed:
  • Ana Bustamante-Mora

    (Departamento de Ciencias de la Computación e Informática, Universidad de La Frontera, Temuco 4811230, Chile)

  • Mauricio Diéguez-Rebolledo

    (Departamento de Ciencias de la Computación e Informática, Universidad de La Frontera, Temuco 4811230, Chile)

  • Jaime Díaz-Arancibia

    (Departamento de Ciencias de la Computación e Informática, Universidad de La Frontera, Temuco 4811230, Chile)

  • Elizabeth Sánchez-Vázquez

    (Universidad Politécnica del Valle de México, Tultitlan 54910, Mexico)

  • Javier Medina-Gómez

    (Programa de Magíster de Ingeniería Informática, Universidad de La Frontera, Temuco 4811230, Chile)

Abstract

This study presents a systematic mapping of inclusive pedagogical models in STEM education, focusing on integrating emotional intelligence, resilience, and motivation from a gender perspective. The research aims to identify strategies that promote inclusive learning environments and reduce gender gaps in STEM disciplines. A total of 753 studies were initially identified, with 51 articles meeting the inclusion criteria and being analyzed in depth. The results reveal that active methodologies, emotional intelligence training, mentoring programs, and the presence of female role models are key strategies for fostering women’s participation and retention in STEM fields. Additionally, the findings highlight the growing importance of integrating socio-emotional skills in STEM education to improve academic performance and strengthen resilience and motivation, particularly in under-represented groups. The study discusses challenges such as teacher resistance, lack of training, and contextual barriers that affect the implementation of inclusive models. It also reflects on the influence of cultural and linguistic factors, especially in Latin American contexts. This work expands the understanding of inclusive pedagogical practices in STEM and provides relevant recommendations for educators, curriculum designers, and policymakers aiming to foster equity and sustainability in education.

Suggested Citation

  • Ana Bustamante-Mora & Mauricio Diéguez-Rebolledo & Jaime Díaz-Arancibia & Elizabeth Sánchez-Vázquez & Javier Medina-Gómez, 2025. "Inclusive Pedagogical Models in STEM: The Importance of Emotional Intelligence, Resilience, and Motivation with a Gender Perspective," Sustainability, MDPI, vol. 17(10), pages 1-40, May.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:10:p:4437-:d:1654924
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    References listed on IDEAS

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    6. Déborah Sanabrias-Moreno & María Sánchez-Zafra & María Luisa Zagalaz-Sánchez & Javier Cachón-Zagalaz, 2023. "Emotional Intelligence, Quality of Life, and Concern for Gender Perspective in Future Teachers," Sustainability, MDPI, vol. 15(4), pages 1-12, February.
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