Neurodidactic Strategy for the Development of Emotional Intelligence in Sixth-Grade Students

Abstract

Introduction: Neuroscience has led to the understanding that learning is a complex process involving cognitive, emotional, and social factors. Neurodidactics links knowledge about brain function with pedagogical practice, recognizing that emotions directly influence processes such as attention, memory, and decision-making. Materials and methods: This research was conducted using a mixed-methods approach (quantitative and qualitative), with a qualitative predominance and a descriptive-propositive design. The purposive, non-probabilistic sample included 23 sixth-grade students from the "Julio María Matovelle" Catholic School (Trapichillo, Catamayo, Loja). Participant observation, semi-structured interviews, expressive techniques (drawings and narratives), and a Likert-type rating scale were used. The proposed methodology was validated by five specialists using a five-point Likert scale rating form. Results: The diagnosis revealed difficulties in emotional recognition (65%), self-regulation (70%), empathy (60%), and conflict resolution (68%), reflecting an initial level of emotional intelligence development. A neurodidactic strategy was designed, based on neurodidactics, constructivist, meaningful, and sociocultural approaches, and the theory of subjectivity. This strategy was structured using the Tremont Method (Recognize, Reframe, and Project) and mediated by Divertiaprendizaje (a playful learning approach). Validation by specialists achieved average ratings of 4.8/5 (relevance and potential), 4.7/5 (theoretical coherence), and 4.6/5 (feasibility), with acceptance rates exceeding 93%. Discussion: These findings align with previous studies on the relationship between emotion and learning, confirming that the intentional integration of the emotional dimension into pedagogical practice fosters essential cognitive processes. Conclusions: The neurodidactic strategy constitutes a relevant, coherent and viable proposal for the development of emotional intelligence, contributing to improving school coexistence and learning processes.