THEORETICAL TOPOLOGY OF SOCIOEMOTIONAL COMPETENCIES MEDIATED BY DIGITAL RESOURCES IN THE CLASSROOM

Abstract

This article constituted a contribution derived from a doctoral study whose purpose was to generate a theoretical topology of socioemotional competencies to dynamize the pedagogical management route mediated by digital resources in the classroom. The study was supported by Vygotsky’s Sociocultural Theory (1978), Bandura’s Social Cognitive Theory (1986), and Mayer and Salovey’s Emotional Intelligence Model (1997) as referential frameworks to understand the interactional construction of socioemotional learning, teacher agency, and self-regulatory processes. From an interpretive epistemological perspective, a qualitative approach was adopted using grounded theory aimed at theory generation. Key informants consisted of five (5) primary education teachers from Colegio Integrado Nuestra Señora de las Mercedes, Lebrija–Santander. Data was collected through in-depth semi-structured interviews, complemented by the review of pedagogical documents and theoretical memos, using an interview guide as the main instrument. Analysis followed the constant comparative method with open, axial, and selective coding, triangulation, and progressive theorization until saturation. Findings indicated that digital mediation dynamized pedagogical management by articulating didactic sequences, interactions, and feedback, and that socioemotional competencies were organized as a relational network centered on self-regulation, empathy, and coexistence, modulated by teachers’ intentionality. It was concluded that the generated theoretical topology provided an explanatory framework to guide pedagogical decision-making mediated by digital resources with a formative and holistic orientation.