Strengthening Adolescent Learning through Socioemotional Education: Implementation of a Strategy in Gachancipá, Cundinamarca

Abstract

This article presents the findings of a qualitative study grounded in Action Research from a transformative perspective. The study aimed to design and implement a socioemotional education strategy for eighthgrade adolescents in an educational institution in Gachancipá, Cundinamarca. The research emerged from the need to address the absence of socioemotional competency programs, which are essential for students’ emotional wellbeing and academic performance. The strategy drew on theoretical frameworks including Marc Brackett’s RULER approach, Albert Bandura’s social learning theory, and Jean Piaget’s cognitive development theory. Throughout the process, key socioemotional competencies—such as emotional selfawareness, selfefficacy, and empathy—were strengthened, leading to notable improvements in students’ learning processes and interpersonal relationships. The findings indicate that integrating socioemotional education into the academic curriculum fosters more inclusive, supportive, and collaborative learning environments.