The Role of Emotional Intelligence in Primary Education: Strategies for the Development of Wellbeing and Socioemotional Learning
DOI:
https://doi.org/10.63969/jxwya420Keywords:
Emotional intelligence, Primary education, Socio-emotional development, Emotional well-being, Educational intervention, Technological educationAbstract
The objective of this study was to evaluate the impact of a socio-emotional intervention based on the development of Emotional Intelligence (EI) in primary school students in the city of Milagro, Ecuador. A socio-emotional development program was implemented, integrated into the technological education curriculum, with the participation of 200 students aged 9 to 11, distributed into an experimental group and a control group. The study used a quasi-experimental design with pre- and post-intervention measurements, applying quantitative tools such as the Children's Emotional Intelligence Questionnaire (TEIQue-C) and the emotional well-being scale, as well as qualitative techniques such as interviews and focus groups with teachers and students. The results showed significant improvements in emotional intelligence and emotional well-being for the experimental group students, compared to the control group, which showed no significant changes. These findings highlight the importance of integrating emotional intelligence into primary education as part of a comprehensive strategy to improve both emotional well-being and academic performance, especially in a context like Milagro, where socio-emotional challenges are common. It is concluded that socio-emotional education should be systematically incorporated into school curricula to promote the comprehensive development of students.
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Copyright (c) 2025 Rosa María Rodríguez Monserrate, Nancy Mercedes Ormeño Moscoso, Verónica Magali Rivera Castañeda, Blanca Isabel Bonilla Pesántez, Johanna Lizeth Lopez Guerrero (Autor/a)
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