Socio-emotional skills, a complex notion with conceptual multiplicity: Contributions to the standardization of a central concept for Education

Abstract

Currently, socio-emotional development, in the educational field, is considered as relevant as academic education and is perceived as a fundamental support that empowers individuals to successfully face everyday challenges and improve the quality of their social interactions. However, in the socio-emotional sphere, terms such as "skills or competences", "education or learning", "emotional or socioemotional" are used in an interchangeable manner, which leads to confusion or lack of accuracy about the social and emotional development of individuals. Thus, this work aims to identify terminological inconsistencies and develop a unified theoretical framework, with the aim of proposing a conceptual standardization through the analysis of the terminology used to date in this field. The present research was carried out using the SALSA method, which consists of the review, evaluation, analysis and synthesis of articles on the topic mentioned, published in scientific journals and official documents of international bodies related to education, in which a multiplicity of concepts with a significant diversity were identified. Through the analysis, comparison and contrast between these conceptual contributions, the present work responds to the objective and purpose of research through a proposal to standardize the term "socio-emotional skills", which encompasses the continuous development of lifelong learning, recognizing qualities essential for personal, academic and professional well-being. This work contributes to a clearer understanding of the socio-emotional field and seeks to establish a consensus around a concept that facilitates the design of educational practices aimed at improving the well-being of individuals.