Socioemotional strategies to improve literacy in youth and adults at the basic education level

Abstract

The general objective of this research was to develop socioemotional strategies to improve literacy among young people and adults in elementary school at the Felipe Vicini Perdomo School, located in San Pedro de Macoris, Dominican Republic. The study responded to the need to integrate these strategies into the educational process, in order to promote an emotionally healthy environment. A mixed-method approach with a non-experimental design was used, allowing for a comprehensive analysis using inductive, deductive, descriptive, and analytical methods, applying observation techniques and surveys to students, teachers, and an educational psychologist. The population consisted of forty-two first-year students. The research was conducted under ethical principles, guaranteeing the confidentiality of the participants. Among the main findings, it was evident that twenty-four percent of the students identified emotions as feelings and nineteen percent confused them with thoughts, reflecting difficulties in emotional understanding. The proposal was positively evaluated by the experts, who agreed that it is relevant, coherent, current, and organized to promote the development of these strategies and support continuity in the learning process. It was concluded that literacy training in young people and adults requires the incorporation of socio-emotional dynamics as an essential part of the educational process, as these directly impact motivation and self-esteem, fundamental aspects for promoting meaningful learning.