Intervention Programmes on Socio-Emotional Competencies in Pre-Service Teachers: A Systematic Review

At present, teachers face working environments characterised by high levels of stress, largely due to constant interaction with students and the multiple challenges inherent in the educational context. In this scenario, the development of socio-emotional competencies (SECs) becomes an essential component of their professional education, as it enables them to manage their emotions effectively and build positive interpersonal relationships within the educational community. Objective: The aim of this research was to analyse the dimensions, strategies, and success factors of education programmes in socio-emotional competencies (SECs) aimed at pre-service teachers. Method: A systematic literature review was carried out using the PRISMA method. Publications in English and Spanish, published between 2019 and 2024 in peer-reviewed academic journals and focused on the university level, were included. Conference proceedings, books, book chapters, and articles not centred on SECs were excluded. The search was conducted in the Web of Science (WOS), Scopus, and ERIC databases, with the final search date being 24 January 2025. After applying the inclusion criteria, eight empirical studies were selected. Results: The reviewed programmes demonstrated similarities in their methodological designs and in the socio-emotional competencies addressed. The practical sessions were based on cooperative methodologies that promoted experiential learning and reflection. The strategies used included video and text analysis, portfolios, role-playing, and simulations. The effectiveness of the programmes was assessed primarily through self-report techniques, such as questionnaires, scales, and interviews. In addition, some studies complemented these strategies with simulations using avatars, content analysis, and digital video recordings. This diversity of approaches reflects the absence of a uniform evaluation criterion; nevertheless, the findings consistently demonstrate the effectiveness of the programmes. Conclusion: The intervention programmes analysed proved effective in developing key competencies in future teachers, such as emotional awareness, self-regulation, empathy, and communication skills. Among the limitations identified in the intervention programmes are biases in sample selection, reflected in the participation of small or unrepresentative groups. This systematic review highlights the relevance of socio-emotional competences in pre-service teachers, addressing the gap caused by the limited number of longitudinal studies. The evidence consolidates current knowledge and underscores effective practices and interventions that enhance educational quality.