Resumen

MOSQUEIRA HILARES, Fanny Charo; LIMACO BASURTO, José Carlos; RUIZ SALAZAR, Jenny María  y  PADILLA CABALLERO, Jesús Emilio Agustín. Construction of post-pandemic socio-affective learning in students with differentiated educational abilities. Tribunal [online]. 2023, vol.3, n.6, pp.130-147.  Epub 01-Jul-2023. ISSN 2959-6513.  https://doi.org/10.59659/revistatribunal.v3i6.39.

Socio-affective learning in students with diverse educational abilities acquires fundamental relevance in the post-pandemic scenario, the imperative need for adaptation and continuous improvement in the educational field is highlighted. The objective of the study was to analyze how the pandemic and the measures taken during this period have affected students with special educational needs or differentiated educational abilities in terms of their socio-affective skills. A phenomenological qualitative study design was developed, which included interviews with four education experts. The main results highlight the need to make comprehensive changes in post-pandemic educational methodologies. The need to use hybrid teaching-learning models, as an innovative and effective response in the post-pandemic context, which combines the best of face-to-face and virtual education. It is concluded that the pandemic has transformed education, the need for adaptability, self-management and active learning is highlighted. The adoption of technology and hybrid educational models is promoted to enhance student autonomy and selfmanagement. Furthermore, the importance of addressing socio-emotional needs with dynamic and experiential strategies is highlighted, which is crucial for complete and adaptive learning.

Palabras clave : Covid-19 pandemic; social-emotional learning; differentiated instruction; hybrid learning; critical thinking skills.

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