Socio-emotional and digital development strategies for teachers. An inclusive education
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Abstract
This study sought to analyze how the inclusion of socio-emotional strategies and digital skills among teachers helped implement inclusive education. This is crucial because it promotes access, participation, and equity in various contexts. A mixed-methods documentary methodology was adopted, comprising a systematic literature review and a bibliometric analysis. The search was conducted in Scopus and Dimensions.ai; after applying open-access and year (2021–2025) filters and removing duplicates, 26 studies were included in the qualitative synthesis following PRISMA. The bibliometric analysis characterized the output by country and subject area, and the qualitative synthesis grouped the studies into three axes: digital, socioemotional, and integration. The results indicated that assistive technologies, adaptive platforms, and artificial intelligence improved accessibility and personalization. On the other hand, clear communication, motivation, and narrative methodologies helped create a better classroom environment and encouraged students to embrace technology. Overall, the integrated interventions reported improvements in the participation of students with Special Educational Needs, in teachers’ acceptance of technology, and in pedagogical coherence. However, gaps persisted: a predominance of technical over socio-emotional emphasis, a scarcity of longitudinal evaluations, and inequalities in infrastructure. It was concluded that working on both dimensions simultaneously was an effective way to establish inclusive practices. Furthermore, training programs should include blended modules, ongoing support, and continuous assessment. It was recommended to expand longitudinal studies, delve deeper into low-connectivity contexts, and validate training models that combine digital accessibility with socio-emotional mediation.
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