ESP-4153

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2025-10-28

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Vol. 10 No. 10 (2025): Published

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Research Articles

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Copyright (c) 2025 Franyelit Suárez-Carreño, Luis Rosales-Romero, Juan Carlos Hihuaña-Hallasi, Jean Carlo Díaz-Saravia, Miguel Pacheco-Quico, Iris Elena Aliaga-Villafuerte, Mario Otto Leonidas Paz-Zegarra, Armando Antonio Salinas Sanchez, Jose Calizaya-Lopez

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Franyelit Suárez-Carreño, Luis Rosales-Romero, Juan Carlos Hihuaña-Hallasi, Jean Carlo Díaz-Saravia, Miguel Pacheco-Quico, Iris Elena Aliaga-Villafuerte, … Jose Calizaya-Lopez. (2025). Integration of the socio-emotional learning model in engineering education. Environment and Social Psychology, 10(10), ESP-4153. https://doi.org/10.59429/esp.v10i10.4153

Integration of the socio-emotional learning model in engineering education

Franyelit Suárez-Carreño

Área de Ciencias Físicas y Matemática, Facultad de Ingeniería y Ciencias Aplicadas, Universidad de las Américas, Quito, 170124, Ecuador

Luis Rosales-Romero

Vicerrectorado Puerto Ordaz, Universidad Nacional Experimental Politécnica Antonio José de Sucre, UNEXPO, Puerto Ordaz, 8050, Venezuela

Juan Carlos Hihuaña-Hallasi

Universidad Catolica de Santa Maria, Arequipa, 04001, Peru

Jean Carlo Díaz-Saravia

Universidad Catolica de Santa Maria, Arequipa, 04001, Peru

Miguel Pacheco-Quico

Universidad Nacional de San Agusin de Arequipa, Arequipa, 04001, Peru

Iris Elena Aliaga-Villafuerte

Universidad Nacional de San Agusin de Arequipa, Arequipa, 04001, Peru

Mario Otto Leonidas Paz-Zegarra

Universidad Nacional de San Agusin de Arequipa, Arequipa, 04001, Peru

Armando Antonio Salinas Sanchez

Universidad Nacional de San Agusin de Arequipa, Arequipa, 04001, Peru

Jose Calizaya-Lopez

Universidad Nacional de San Agusin de Arequipa, Arequipa, 04001, Peru


DOI: https://doi.org/10.59429/esp.v10i10.4153


Keywords: Socio-emotional education; Science, Technology, and Society (STS); Computational thinking; Skills development; Learning contexts

Abstract

This paper addresses novel perspectives on developing socio-emotional education across various educational levels, drawing on activities framed within Science, Technology, and Society (STS) and the computational thinking framework. Emotional integration as an educational innovation in curricula is a recent phenomenon responding to diverse societal needs and national developmental imperatives. This research aims to delve into the socioemotional aspects of the student, recognizing them as fundamental elements ensuring learning and competency development to achieve effective performance during and after the educational stage. The proposed criteria permit identifying contexts and learning environments conducive to students' social and emotional development. While also enhancing their achievement capacities. These capacities include motivation, self-regulation, self-efficacy, teamwork, social skills, cooperation, trust, empathy, and emotional management. Additionally, a survey was conducted to gain deeper insights into the factors influencing students' socioemotional states and how they affect their academic and professional performance. Finally, a model grounded in STS and computational thinking is presented, designed to contribute to students' socioemotional development across various educational levels, adaptable to science, engineering, and humanities disciplines.

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