Social and cognitive skills as axes in the learning of high school students

Learning goes beyond formal instruction within the classroom and includes all experiences that contribute to the student’s integral education. The teacher’s role is to promote values and attitudes in a transversal manner, facilitating both the development of knowledge and skills in the student. The objective of the present research is to propose strategies to improve academic development that promote cognitive and social skills in high school students through an action-intervention plan, with the aim of offering a practical and replicable model of emotional education. The research targets students aged 14 to 16 from the Escuela de Bachilleres Venustiano Carranza at the Universidad Autónoma de Coahuila. A design was adopted in which a 150-item instrument was administered to a population of 400 students. Facts and processes involving high school students are measured in order to understand the academic problems they face and their relationship to their development. This allows defining the educational problem in relation to its social context, employing statistical methods and instruments to establish scientific elements. The results provide data that offer useful perspectives for working with viable strategies that foster skill development in students. These results also reveal how the attributes of the variables correlate with each other, which permits analyzing the structure of the studied phenomenon, its factors, and components.