LA EDUCACIÓN EMOCIONAL COMO ESTRATEGIA DE INCLUSIÓN EDUCATIVA: UNA PROPUESTA DE TRANSFORMACIÓN CURRICULAR EN EL PROGRAMA ACADÉMICO DE TRABAJO SOCIAL DE LA FUNDACIÓN UNIVERSITARIA JUAN DE CASTELLANOS

Abstract

In higher education, emotional education is increasingly recognized for its potential to contribute to well-being and learning; however, its curricular integration remains limited and unsystematic, which restricts its impact on students’ holistic development. In this context, the present article aims to analyze the incorporation of emotional education into the curriculum of the Social Work program at Fundación Universitaria Juan de Castellanos, from an inclusive education perspective, as a basis for the formulation of a curricular transformation proposal. The research is conducted using a mixed-methods approach with an instrumental case study design. The population is composed of Social Work students, faculty members, administrators, and experts in emotional education. Data collection techniques include the TMMS-24 instrument, semi-structured interviews, a focus group, and document analysis. Quantitative data are analyzed through descriptive statistics, while qualitative data are examined using categorical analysis. The results reveal weaknesses in students’ emotional clarity and emotional regulation, as well as an implicit and non-systematic incorporation of emotional education into the curriculum. Additionally, a gap is identified between institutional principles of inclusion and well-being and their implementation in pedagogical practices. Based on these findings, a curricular transformation proposal is put forward, grounded in the transversal integration of socio-emotional competencies articulated with the dimensions of presence, participation, and educational achievement of inclusive education.