The development of socio-emotional skills in youth and adult education

Abstract

The development of socioemotional skills in the education of young people and adults is an essential component for ensuring quality learning and promoting lifelong learning. This article analyzes six key skills—empathy, openness to diversity, self-regulation, self-efficacy, cooperative work, and openness to conflict resolution—and their impact on the educational process and comprehensive training, with an emphasis on prison settings. A qualitative, documentary, and multiple-case methodology was used, combining critical analysis of recent scientific literature, national and international curricula, and programs, along with a review of practical experiences in educational institutions both inside and outside prisons, intentionally selected for their diversity and relevance. Data collection included a systematic document review and semi-structured interviews with teachers and administrators, while content analysis techniques were used to identify trends, challenges, and best practices in the integration of socio-emotional skills. The results show that the intentional and systematic incorporation of these skills into educational programs promotes equity, inclusion, and social reintegration, especially among vulnerable populations. It is concluded that strengthening socio-emotional skills is essential for transformative education that responds to the demands of contemporary society and promotes sustainable personal and social development.