Educational Inclusion and Socio-Emotional Processes: A Pillar for Integral Learning in the 21st Century

Abstract

Inclusion in education is a topic of growing relevance in pedagogy today, as it responds to the need to ensure that all students, regardless of their differences, have access to quality education. However, for inclusion to be effective, it is not enough to adapt the curriculum or the physical environment; it is also essential to consider the social-emotional processes that influence students' development and learning. This article explores how educational inclusion and social-emotional processes are intrinsically linked, highlighting the importance of a pedagogical approach that considers the emotional, social and cultural dimensions of learners. Through a review of recent literature and pedagogical theories, it argues that inclusion should be understood not only as a matter of accessibility, but also as an integral process that favours emotional well-being and the active participation of all agents in the educational processThis article focuses on the study carried out in two public educational institutions, one rural (Aguaclara) in the village of Aguaclara and the other urban (Corazón del Valle) located in commune four, in the central area of the city of Tuluá. This contrast of perceptions makes it possible to compare perspectives that transcend the transformation of cultural imaginaries, knowledge and the visibility of micro-policies generated within the educational communities involved.

Objectives: To analyse the relationship between educational inclusion and socioemotional processes in the classroom context, identifying how a holistic pedagogical approach that considers the emotional, social and cultural dimensions of learners can enhance the educational experience and foster a more equitable and accessible learning environment for all students

Method: This article reflected on educational inclusion and socioemotional processes, using the interpretive paradigm, the qualitative approach and the hermeneutic method to interpret texts and meanings. The methodology used allowed us to deepen the relationship between both topics, generating a space for reflection that sought to develop inclusive strategies and recognise the emotional diversity of students

Results: The analysis of the relationship between educational inclusion and socio-emotional processes has revealed the need for a holistic pedagogical approach. It is highlighted that inclusion goes beyond physical integration, encompassing emotional, social and cultural dimensions. Students in inclusive settings show greater engagement and motivation. In addition, fostering empathy and collaboration strengthens interpersonal relationships and social-emotional skills, creating a positive school climate. Acknowledging cultural diversity increases participation, demonstrating that this holistic approach is essential for quality education.