Social skills in the learning of basic education students: a systematic review

Authors

Charles Frank Guevara Leguía Universidad César Vallejo
Grisi Bernardo Santiago Universidad César Vallejo, Perú
Madelaine Bernardo Santiago Universidad César Vallejo, Perú

DOI:

https://doi.org/10.33936/rehuso.v10i1.5949

Keywords:

social skills, students, basic education, learning, comprehensive development, educational interventions

Abstract

The current systematic review inquiry addresses the issue of social skills in the learning of basic school students. The primary purpose is to analyze and provide a comprehensive and real perspective of the existing research on social skills in the learning of elementary school students. Given this, a systematic exploration of research articles published from 2019 to 2023 was carried out, applying exclusion and inclusion criteria. The bibliographic exploration in electronic databases of relevant information was consulted in WoS, Ebsco, Scopus, and Scielo; 21 articles were chosen, following the guidelines of the Prisma model. The results of the systematic review show the significance of cooperative learning, the use of technology and digital resources, theater, and preparation programs specifically designed to promote these skills. In addition, the connection between social ability and formative performance, social adaptation, emotional well-being, and educational inclusion is highlighted. The discussion of the article focuses on analyzing the findings of the reviewed studies and highlighting the importance of social skills in the formative progress of schoolchildren. The theories and approaches that support these findings are mentioned for future research and educational practices. In conclusion, an integral perspective of the existing research on social skills in the learning of elementary school students is provided. Emphasis is placed on the scope of social skills for academic success, social adaptation, and students' peace of mind.

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References

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