Educational guidance for emotional education in pre university education. Psychopedagogical approach

Abstract

This research aims to contribute to educational guidance for emotional education in pre-university education. Based on theoretical and empirical analysis, the characteristics and limitations of educational guidance for emotional development at this level are identified. A qualitative research process was conducted that combined theoretical and empirical methods, with dynamic and collaborative interaction between the researcher and participants selected according to the needs of the study. The pre-university educational process was characterized, demonstrating the relevance of incorporating educational guidance for emotional education to facilitate student development. In the development of the study, the need to construct a conceptual framework to organize, develop, and transform interventions for emotional education in pre-university education was determined, promoting students' emotional experience in relation to educational and contextual factors. From this, a psychopedagogical concept was developed that underpins the process from a psychopedagogical and cross-disciplinary perspective. A methodological sequence was also proposed to guide organizational aspects and the internal dynamics of the intervention, offering a guide for teachers and families aligned with the needs of the pre-university students. This supports its positive impact on the pre-university educational process and on students' emotional development.