Development of socio-emotional skills in professionals in training

Abstract

This study addresses the development of social-emotional skills (SES) in students of the Language and Literature Pedagogy program at the Technical University of Cotopaxi, Pujilí Extension. Given an educational approach that traditionally prioritizes academics, a deficit in emotional management and interpersonal skills was identified among the students. The research proposes the use of poetic literature as a pedagogical tool to foster introspection, empathy, and self-regulation. Using a quantitative positivist approach and a quasi-experimental design, a pre-test and a post-test were administered to 25 students, employing the CASEL model. The results revealed a 100% increase in the perception of poetry as a means of understanding others' feelings. However, the post-test also revealed a more open and honest assessment of the students' self-perception, as they acknowledged greater difficulties in self-regulation and managing frustration after the intervention. It is concluded that, while poetry is an effective catalyst for social awareness and reflective thinking, the consolidation of complex emotional skills requires sustained practice over time.