Estrategia educativa basada en narrativas digitales y la teoría del aprendizaje socioemocional para fortalecer la autorregulación en estudiantes de grado 9° de la Institución Educativa John F. Kennedy del municipio de Puerto Boyacá

Abstract

The objective of this study was to develop an educational strategy based on digital narratives and the Theory of Social-Emotional Learning aimed at strengthening self-regulation among 9th-grade students at the John F. Kennedy School in the municipality of Puerto Boyacá. The study employed a sequential mixed-methods approach with a descriptive and interpretive scope; Data collection techniques included the student survey and interviews; analysis techniques were based on descriptive statistics and a narrative topic analysis; participants were selected through non-probabilistic convenience sampling, comprising a total of 30 ninth-grade students, two subject teachers, and the school’s guidance counselor. The results showed that unregulated consumption of digital narratives and the lack of their integration into the curriculum negatively affect emotional self-regulation, and there is a significant gap between students’ digital practices and classroom teaching strategies. It is concluded that the implementation of an educational strategy based on digital narratives and the SEL (Social-Emotional Learning) model strengthens students’ ability to manage their emotions and behaviors. Pedagogical mediation of digital environments is essential for transforming passive consumption into a tool for personal development and improving school community life.