Description

This book explores how managing the socio-emotional skills ecosystem directly influences learning achievement in digital university environments. Through applied research with 200 students from the Faculty of Early Childhood Education at the National University of Education “Enrique Guzmán y Valle” (Peru), the author analyzes how skills such as self-regulation, empathy, self-esteem, assertive communication, and decision-making enable students to function more effectively in virtual learning spaces. The work is based on a solid theoretical foundation on socio-emotional skills in higher education, integrating approaches such as constructivism, connectivism, and social learning, which explain how knowledge is constructed in the digital age. Key dimensions of digital literacy, critical thinking, online problem-solving, and emotional management in technology-mediated contexts are identified. Likewise, the study delves into the levels of digital learning achievement, from basic use to advanced levels of autonomy and academic leadership. The research concludes that, in an increasingly technological educational environment, socio-emotional skills not only complement cognitive development but are essential for sustaining motivation, fostering collaboration, managing stress, and adapting to the diversity of virtual settings. Strengthening this ecosystem represents a key educational strategy for achieving meaningful, humane, and sustainable learning in contemporary universities.

Suggested citation (APA, seventh edition)

Montañez-Huancaya de Salinas, A. P., Figueroa-Hurtado, F. S., Montañez Huancaya, N. N., Roca-Avila, Y. C., Arainga-Blas, E., & Yupanqui-Cueva, I. M. (2025). Emotional Ecology and Learning in University Digital Environments. Sophia Editions.