Social Inclusion and socio-emotional skills: challenges in the preparation of educational leaders

Abstract

The preparation of educational executives has become a requirement of today's society. In recent years, the content of social inclusion has been the subject of scientological debate among academics and researchers, highlighting socio-emotional skills in relation to this content. The research presented was part of the research project: Comprehensive Methodological System for the Development of the Educational Governance Competency, which was the result of the doctoral thesis of the Doctoral Program in Educational Sciences at the University of Las Tunas. The importance of the relationships between social inclusion content and socio-emotional skills for the preparation process of executives was argued. The fundamental organizational forms were based on a specialized conference and workshop, which enabled the development of socio-emotional skills based on social inclusion through methods of dialogue and persuasion. A qualitative research approach based on participatory action research was used, which allows for descriptions and assessments of the potential of social inclusion content in relation to socio-emotional skills.