Competencias socioemocionales en la formación docente: revisión sistemática de literatura
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https://orcid.org/0000-0001-7803-1817
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El desarrollo de competencias socioemocionales constituye un desafío central para construir escuelas democráticas y saludables. Sin embargo, la investigación aún es dispersa y con escasa evidencia. El objetivo es analizar los vacíos y aportes de la investigación sobre competencias socioemocionales, para identificar implicaciones metodológicas y educativas que orienten futuros estudios. Se realizó una revisión sistemática (2015–2023) en Scopus y Web of Science, aplicando criterios bajo el protocolo PRISMA. Se analizaron 81 publicaciones científicas. Los resultados evidencian una predominancia de estudios cuantitativos descriptivos, centrados en la autoconciencia y la autorregulación, con escasa presencia de investigaciones experimentales. Se identificaron vacíos en la evaluación del desempeño docente y en la transferencia de las competencias a la práctica educativa. La revisión destaca la necesidad de desarrollar programas formativos contextualizados, basados en modelos integrales que articulen dimensiones personales y sociales. Se concluye que la educación socioemocional debe concebirse como un proceso colectivo y situado.
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