Psychosocial factors influencing the development of the teaching-learning process

Abstract

This study focused on the critical exploration of the psychosocial factors that influence the educational process, addressing their impact on academic performance, emotional well-being, and holistic development of students. Significant relationships were identified between institutional support, necessary resources, and the stress experienced by teachers. The results emphasized the importance of strengthening institutional support and providing adequate resources to promote a healthier educational environment, with the aim of enhancing the quality of the teaching and learning process at the university level. This analysis contributed to a deeper understanding of the psychosocial challenges in the educational sphere and provided a solid foundation for the implementation of effective interventions that foster an inclusive, safe, and stimulating learning environment. Additionally, this study sought to offer a comprehensive view of the psychosocial factors in the educational context, highlighting their significance in comprehending and enhancing the overall educational experience of students. By combining an exhaustive literature review with a survey directed at teachers, a more comprehensive and profound understanding of the issues addressed was achieved. Ultimately, this analysis provided a solid basis for the implementation of effective interventions that promote an inclusive, safe, and stimulating learning environment.