<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642025000402792</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v9i39.1086</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Inteligencia emocional de estudiantes universitarios en el periodo de post pandemia por COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Emotional intelligence of university students in the post pandemic period by COVID-19]]></article-title>
<article-title xml:lang="pt"><![CDATA[Inteligência emocional de estudantes universitários no período pós pandemia por COVID-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pari Yana]]></surname>
<given-names><![CDATA[Yeni]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ayala Pineda]]></surname>
<given-names><![CDATA[Kelly Ivonne]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ardiles Cáceres]]></surname>
<given-names><![CDATA[Nátali]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vilca-Apaza]]></surname>
<given-names><![CDATA[Henry-Mark]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ticona Mamani]]></surname>
<given-names><![CDATA[Martha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional del Altiplano  ]]></institution>
<addr-line><![CDATA[Puno ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<volume>9</volume>
<numero>39</numero>
<fpage>2792</fpage>
<lpage>2803</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642025000402792&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642025000402792&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642025000402792&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Tras un periodo de dos años de reclusión ocasionado por los efectos de la pandemia y la transición a la educación virtual, la cual provocó una falta de movilidad en todo el ámbito urbano, se observó una notable afectación en la salud emocional, dando lugar a la manifestación de emociones predominantemente negativas entre la población estudiantil universitaria. En el entendimiento de que la posesión de una salud emocional adecuada es un factor esencial para el rendimiento académico óptimo y el bienestar integral, este estudio se propuso contribuir al mejoramiento de la gestión de la inteligencia emocional a través de la implementación de talleres de ecología emocional como estrategia para abordar la situación experimentada. La muestra de estudio consistió en 417 individuos jóvenes, de los cuales 30 estudiantes participaron en los talleres de tutoría, los cuales se llevaron a cabo tanto de forma virtual como presencial. Se empleó un cuestionario para evaluar el nivel de inteligencia emocional, y los resultados se analizaron mediante la prueba estadística t de Student. Para la verificación, se consideraron los puntajes numéricos totales obtenidos en los ítems pares e impares. Los resultados revelaron que la aplicación de los talleres de ecología emocional contribuye positivamente a mejorar la gestión de una inteligencia emocional saludable y equilibrada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT After a period of two years of confinement caused by the effects of the pandemic and the transition to virtual education, which caused a lack of mobility throughout the urban area, a notable impact on emotional health was observed, giving rise to manifestation of predominantly negative emotions among the university student population. Understanding that the possession of adequate emotional health is an essential factor for optimal academic performance and comprehensive well-being, this study proposed to contribute to the improvement of the management of emotional intelligence through the implementation of emotional ecology workshops. as a strategy to address the situation experienced. The study sample consisted of 417 young individuals, of which 30 students participated in the tutoring workshops, which were carried out both virtually and in person. A questionnaire was used to evaluate the level of emotional intelligence, and the results were analyzed using the Student t test. For verification, the total numerical scores obtained in the even and odd items were considered. The results revealed that the application of emotional ecology workshops positively contributes to improving the management of healthy and balanced emotional intelligence.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Após um período de dois anos de confinamento provocado pelos efeitos da pandemia e pela transição para o ensino virtual, que provocou falta de mobilidade em toda a zona urbana, observou-se um impacto notável na saúde emocional, dando origem à manifestação de emoções predominantemente negativas entre a população estudantil universitária. Entendendo que a posse de uma saúde emocional adequada é um fator essencial para um ótimo desempenho acadêmico e um bem-estar integral, este estudo propôs contribuir para a melhoria da gestão da inteligência emocional através da implementação de oficinas de ecologia emocional. situação vivida. A amostra do estudo foi composta por 417 jovens, dos quais 30 alunos participaram das oficinas de tutoria, que foram realizadas de forma virtual e presencial. Foi utilizado um questionário para avaliar o nível de inteligência emocional e os resultados foram analisados &#8203;&#8203;por meio do teste t de Student. Para verificação foram considerados os escores numéricos totais obtidos nos itens pares e ímpares. Os resultados revelaram que a aplicação de oficinas de ecologia emocional contribui positivamente para melhorar a gestão da inteligência emocional saudável e equilibrada.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Ecología emocional]]></kwd>
<kwd lng="es"><![CDATA[Inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[Post-pandemia]]></kwd>
<kwd lng="en"><![CDATA[Emotional ecology]]></kwd>
<kwd lng="en"><![CDATA[Emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[Post-pandemia]]></kwd>
<kwd lng="pt"><![CDATA[Ecologia emocional]]></kwd>
<kwd lng="pt"><![CDATA[Inteligência emocional]]></kwd>
<kwd lng="pt"><![CDATA[Pós-pandemia]]></kwd>
</kwd-group>
</article-meta>
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