Las intersecciones del bienestar, aprendizaje socioemocional y pensamiento científico en estudiantes universitarios
The intersections of well-being, socio-emotional learning, and scientific thinking in university studentsBarra lateral del artículo
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El bienestar subjetivo (BS), el aprendizaje socioemocional (ASE) y el pensamiento científico (PC) son dimensiones cruciales para el desarrollo integral y el éxito de los estudiantes universitarios. Este estudio de revisión narrativa tuvo como objetivo analizar las complejas interconexiones entre estos tres dominios en dicho contexto. Para ello, se realizó una síntesis y análisis de la literatura científica relevante, identificada mediante búsqueda en bases de datos académicas y criterios de inclusión específicos. Los resultados revelan que BS, ASE y PC están profundamente interconectados y se refuerzan mutuamente. Específicamente, el ASE emerge no solo como fundamental para promover el bienestar (mitigando estrés, fomentando satisfacción), sino también como un catalizador esencial para el pensamiento científico, al desarrollar habilidades clave como la autorregulación, la colaboración efectiva, la comunicación clara y la autoconciencia. Se concluye que es imperativo para las instituciones de educación superior adoptar enfoques holísticos y sistémicos que integren activamente el fomento del ASE y el bienestar en la cultura y el currículo, reconociéndolos como inversiones estratégicas para formar profesionales competentes y ciudadanos resilientes y reflexivos.
Subjective well-being (SWB), socio-emotional learning (SEL), and scientific thinking (ST) are crucial dimensions for the comprehensive development and success of university students. This narrative review study aimed to analyze the complex interconnections among these three domains in this context. To achieve this, a synthesis and analysis of relevant scientific literature was conducted, identified through research in academic databases and specific inclusion criteria. The results reveal that SWB, SEL, and ST are deeply interconnected and mutually reinforcing. Specifically, SEL emerges not only as fundamental for promoting well-being (mitigating stress, fostering satisfaction) but also as an essential catalyst for scientific thinking, by developing key skills such as self-regulation, effective collaboration, clear communication, and self-awareness. It is concluded that it is imperative for higher education institutions to adopt holistic and systemic approaches that actively integrate the promotion of SEL and well-being into the institutional culture and curriculum, recognizing them as strategic investments to train competent professionals and resilient, reflective citizens.
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