References of questionnaires used in the 15 analyzed articles
<p dir="ltr">The development of socioemotional competences (SEC) in beginning teacher education is becoming increasingly important because of its impact on well-being, pedagogical efficacy, and educational quality. The purpose of this systematic literature review was to examine the theoretical foundations that support SEC interventions in initial teacher training programs, to characterize the types of interventions implemented, to describe the strategies and activities used, and to synthesize findings, limitations, and future research directions. Following the PRISMA criterion, fifteen empirical studies on intervention programs to promote the development of social and emotional skills (SEC) in pedagogical students were reviewed. The findings reveal that most interventions provide significant increases in competences such as emotion recognition, emotional self-regulation, decision-making, and self-awareness, as well as effects on additional dimensions such as teaching effectiveness, analytical skills, digital competency, and education for sustainability and gender equality. The interventions were primarily integrated into the formal curriculum or delivered as workshops, with different durations and active pedagogical strategies including simulation, reflective writing, mindfulness, and collaborative learning. However, methodological shortcomings are recognized, such as the use of out-of-date psychometric tools, inadequate longitudinal follow-up, the absence of control groups, and reliance on self-assessments. Furthermore, evidence suggests that the SEC is not fully integrated into the curriculum. According to the review, teacher preparation should combine socioemotional competences in a transversal and sustained manner, utilizing active pedagogical approaches and comprehensive evaluation models. Future studies should extend samples, investigate related variables including gender equity and sustainability, and delve deeper into the long-term effects of interventions. This review contributes to consolidating the evidence on the importance of SEC as a training axis in initial teacher training.</p>
