The Living and Active School Model in the Development of Emotional Intelligence.

Abstract

The purpose of this study was to analyze the influence of the Living and Active School educational model on the development of students’ emotional intelligence in comparison with the traditional educational model. Additionally, it aimed to compare emotional intelligence levels by sex and age among students from the Living and Active School and those from the traditional school, based on the dimensions of the Bar-On model. A quasi-experimental, comparative, and correlational design was implemented to determine the relationship between methodological approaches and students’ emotional competencies. The results indicated that the active model promoted a more balanced emotional development, with significant improvements in mood, self-regulation, and intrapersonal awareness. Differences associated with sex and age were also identified, showing a more positive response among students participating in experiential learning environments. The findings underscored the importance of integrating pedagogical strategies that foster emotional intelligence as an essential component of the educational process. It was concluded that the Living and Active School model enhanced meaningful learning by strengthening students’ emotional well-being and social interaction.