Fortalecimiento de habilidades socioemocionales y tutoría académica: impacto del programa CUNA en el Nivel Medio Superior de la UANL hacia 2025

Diana Paola Islas Castillo; Fernando Javier Gómez Triana

doi:10.38128/cienciayfilosofa.v15i17.129

Strengthening Socio-Emotional Skills and Academic Tutoring: Impact of the CUNA program at the UANL Upper Secondary Level towards 2025

Authors

Islas Castillo https://orcid.org/0009-0000-4649-7057
Fernando Javier https://orcid.org/0000-0003-2652-8949

DOI:

https://doi.org/10.38128/cienciayfilosofa.v15i17.129

Keywords:

socio-emotional skills, academic tutoring, self-knowledge, school dropout, UANL, , Construye T Program

Abstract

This article analyzes the implementation of a pilot program entitled Academic Leveling Course (CUNA) at Preparatory School No. 2 of the Autonomous University of Nuevo León (UANL), with a strategic projection carried out in 2025. The general objective is to evaluate the effectiveness of socio-emotional strategies: self-awareness and self-regulation. These skills were assessed in relation to the improvement of academic indicators and student well-being. A mixed-methods approach was used. Students' perceptions of emotional intervention techniques were examined. Historical results indicate that 82% of students recognize the relevance of socio-emotional skills (SES) to their personal goals, which has led to a reduction in the dropout rate from 12.5% to 9.08%. Furthermore, a critical area for improvement was identified in the recognition of bodily sensations, with 74% of students demonstrating a lack of awareness. It is concluded that consolidating CUNA as a cross-cutting axis, linked to the Comprehensive School Administration System (SIASE), is imperative to mitigate inequalities and strengthen school retention in the 2025 educational landscape.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biographies

Islas Castillo, https://orcid.org/0009-0000-4649-7057

ID. 0009-0000-4649-7057

Fernando Javier , https://orcid.org/0000-0003-2652-8949

ID. 0000-0003-2652-8949

References

ANUIES. (2000). Programas de Tutoría: Una propuesta de la ANUIES para su organización y funcionamiento en las instituciones de educación superior. México.

Araoz, E., Guerrero, P., Villaseñor, R., & Galindo, M. (2008). Estrategias para aprender a aprender: Comprensión lectora y producción de textos. Pearson Educación.

Argudín, Y. (2005). Aprende a pensar escribiendo bien. Trillas.

Bisquerra, R., & Hernández-Paniagua, S. (2024). Educación emocional: Propuestas para educadores y familias. Desclée De Brouwer.

Díaz-Barriga, F. (2002). Estrategias docentes para un aprendizaje significativo: Una interpretación constructivista. McGraw-Hill.

Duckworth, A. L., Taxer, J. L., Eskreis-Winkler, L., Goyer, J. P., & Gross, J. J. (2021). Self-control in school. Educational Psychologist, 56(1), 36-58. https://doi.org/10.1080/00461520.2019.1703240

García-Cabrero, B., Pérez-Martínez, M. G., Miranda-Díaz, A., & Ortiz-Mondragón, M. G. (2020). Los modelos de tutoría en el nivel medio superior: Una revisión de literatura. Revista de Educación y Desarrollo, 54, 45-56.

Goleman, D., & Senge, P. (2022). The Triple Focus: A New Approach to Education. More Than Sound LLC.

Oettingen, G. (2014). Rethinking Positive Thinking: Inside the New Science of Motivation. Current.

UANL. (2013). Plan de Desarrollo del Sistema de Educación Media Superior 2013-2020.

• Zimmerman, B. J., & Schunk, D. H. (2021). Self-Regulated Learning and Academic Achievement: Theoretical Perspectives. Routledge. https://doi.org/10.4324/9781003154235

Downloads

csh_153 PDF (Español (España))

Published

2026-07-27

How to Cite

Islas Castillo, D. P., & Gómez Triana, F. J. (2026). Strengthening Socio-Emotional Skills and Academic Tutoring: Impact of the CUNA program at the UANL Upper Secondary Level towards 2025. Science and Philosophy ISSN-L: 2594-2204, 15(17), 100–118. https://doi.org/10.38128/cienciayfilosofa.v15i17.129

Download Citation

Issue

Vol. 15 No. 17 (2026): Epistemology, governance and sustainability: interdisciplinary perspectives for development

Section

Research Article

License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Open Access Statement as defined by DOAJ

“Open Access” is a general term encompassing both Free and Open Access. For DOAJ, open access is defined only when digital content is freely available online and user rights and copyright terms are clearly defined.

All texts published by Ciencia y filosofía ISSN: 2594-2204—without exception—are distributed under the Creative Commons Attribution 4.0 International License.

Authors may enter into separate, additional contractual agreements for the non-exclusive distribution of the version of their article published in Ciencia y filosofía ISSN: 2594-2204 (for example, including it in an institutional repository or publishing it in a book), provided they clearly indicate that the work was first published in Ciencia y filosofía ISSN: 2594-2204.

This is a human-readable summary of (and not a substitute for) the license.

You are free to: