Socioformation: An Integrated Approach to Competency Development and Educational Engagement

Abstract Faced with globalization, rapid technological advancements, and growing social inequalities, traditional educational models are showing their limits, struggling to train individuals capable of adapting to dynamic environments and contributing positively to society. How can we rethink education to meet current needs while preparing learners to face future challenges? Socioformation emerges as an ideal solution. The main objectives of this article are to analyze the impact of socioformation on the development of transversal competencies and learner engagement, evaluate the effectiveness of tools and methods used in socioformation to promote the integration of interdisciplinary knowledge, study the changes in the role of teachers induced by socioformation, identify the main challenges related to its implementation in various educational contexts, and establish fundamental distinctions between socioformation and other educational approaches. To achieve these objectives, a documentary study was employed by analyzing available sources on socioformation using concept mapping. The results show that socioformation fosters the development of essential skills such as critical thinking, communication, and project management while enhancing learners' engagement and motivation. For teachers, it transforms their role by positioning them as facilitators and mentors, although this transition presents challenges, particularly in terms of training and resistance to change. In conclusion, socioformation appears to be an effective response to the limitations of traditional educational models, preparing learners to become responsible and ethically engaged citizens while reinventing the role of teachers. To maximize its adoption, it is crucial to strengthen teacher training, develop appropriate assessment methods, and integrate educational technologies. The future of education may well involve a global expansion of socioformation. Keywords: Transversal competencies; Learner engagement; Ethical reflection; Role of teachers; Socioformation