Historical Perspectives on Social-Emotional Competencies in Higher Education: A Critical and Interdisciplinary Analysis

Caipo Chu L.L.; Chu Campos L.B. · Clio. Revista de Historia, Ciencias Humanas y Pensamiento Critico. (2024) · DOI: 10.5281/zenodo.12598369

Resumen

Within the history of higher education, socioemotional competencies have become of growing interest, due to the academic impact and the versatility of opportunities they provide to learners. Its emergence is associated with two relevant events that took place in the 20th century: first, the educational adaptation to the competency-based approach, as a critical response to the disconnection of the curriculum with the specific needs of the work environment, which led to approaches oriented towards social and technical skills and practical processes within education, connecting the learner with companies. Secondly, the introduction of the term socioemotional competencies in the 1990s, linked to the emotional intelligence proposed by Peter Mayer, Peter Salovey and Daniel Goleman, which emphasizes theoretical categories of analysis such as awa-reness, empathy and self-regulation. This conceptualization broadened the possibilities of understanding intelligence and its application in different areas of education. Finally, the recognition that international orga-nizations have given to these approaches, as an assertive model that provides impulses and improvements to education, is presented. By virtue of the above, the objective of the research was to analyze the relevance of socioemotional competencies within the historical context of higher education. It is a qualitative proposal with the application of the documentary exploration method. It concludes on the relevance of socioemotional competencies within the context of higher education, as well as its remarkable importance in the formation of critical and competent citizens in a globalized world.

Instituciones: Universidad Privada Antenor Orrego