Evaluation of the Socio-Emotional Competences of the Prioritized Curriculum in the Exit Profile of the Ecuadorian Bachelor: From Curriculum to Practice

Abstract

Educational programs are increasingly inclined to promote values that favor the integral development of students, for which various formulas are implemented that seek from the methodological point of view to adjust to social, educational and curricular demands. The new curricular proposal with an emphasis on competencies focuses on the development of students' abilities so that they are competent in their lives. It is proposed as an objective to evaluate if the student has obtained the socio-emotional competences according to the prioritized curriculum of the Ecuadorian high school. A documentary and field research is carried out, with the application of an instrument designed for the collection of data in the study population made up of students of the first semester of the Bachelor's Degree in Education Sciences, at the Faculty of Sciences of Education from Milagro State University. As a result, it was shown that the students were able to develop the skills provided for in the prioritized curriculum and are able to show them in their continuity of studies, both in their student life and in social and family life.