Dra. Sáez-Delgado, Fabiola

Several studies in the educational field have explored the use of digital technologies and how they promote the strengthening of socioemotional competencies. However, most of these studies have focused on students, leaving their application to teachers in the background. This systematic review identifies and analyzes studies on the application of digital tools aimed at strengthening the socioemotional competencies of teachers in order to answer the following question: What digital technologies have been implemented to support the socioemotional development of teachers in educational settings and what are their results? The study followed the PRISMA 2020 guidelines, based on the identification of research in the ERIC, EBSCO, OpenAlex, Sciencedirect, Scopus, PubMed, arXiv, and Google Scholar databases. Out of 451 research studies identified in an observation window open to any year, 57 studies were selected for analysis. The digital technologies reviewed to strengthen teachers’ socioemotional competencies were grouped into three categories: self-reflection tools (65%), such as digital diaries and blogs; intentional emotional development technologies (68%), such as virtual reality and gamification; and collaborative platforms (37%), such as social networks. Their use evidenced the development of CASEL model competencies: self-awareness and responsible decision-making (86%), self-regulation (81%), social awareness (58%) and relational skills (68%). It is recommended to integrate these technologies in an intentional and contextualized way in teacher training, in order to enhance their well-being, emotional preparation, and prosperity even in the midst of current educational challenges.

Human development implies deep changes in cognitive, attentional, emotional, and behavioral skills. Therefore, Mindfulness-Based Interventions (MBIs) should be adapted in terms of dose, frequency, kind of exercises, assessment methods, and expected effects regarding the abilities and limitations of each developmental period. The present review seeks to describe and compare MBIs characteristics, assessment methods, and effects in youth between 3 and 18 years old considering four developmental periods. A systematic review was carried out including experimental primary studies published during the last five years. Results show that the frequency of the sessions and program duration varies widely. Differences were observed in instructors’ training and in assessment strategies. Discrepancies were observed regarding the effects of MBIs both within and between periods in cognitive, socio-emotional, symptoms, and mindfulness variables. Consistency was observed in prosocial behaviors for preschoolers, and in emotional and behavioral problems and hyperactivity in ages between preschool and early adolescence. Nevertheless, it was impossible to compare most results and determine consistency or discrepancy due to the lack of studies. Regarding mindfulness, it is defined and assessed in different ways in each period. Orientations are suggested to move from a compartmentalized view of isolated MBIs, towards an integrative perspective that allows tracing developmental trajectories for mindfulness and other key cognitive and socioemotional skills for children and adolescents.