Las Competencias Socioemocionales en la Configuración Social del Sujeto en el Ciberespacio y su Repercusión en el Fortalecimiento de la Educación

This article addressed the relationship between socioemotional competencies, the configuration of the individual, and the role of cyberspace as a contemporary setting for socialization and learning. Its purpose was to analyze the development of socioemotional competencies in the configuration of the individual and their impact on the strengthening of education. The research was grounded in theories proposed by authors such as Bisquerra (2003), Goleman (1995), and the definition provided by the Ministry of Education, highlighting the importance of socioemotional competencies for personal and collective well-being within the comprehensive education of students. From the theoretical constructs of authors such as Foucault (1994), Nietzsche (1967), and Gergen, the configuration of the individual is understood as a dynamic construction mediated by language, culture, and interaction, influenced by both internal and external factors. Within this framework, cyberspace is presented as a universe for the construction of multiple and collective identities, where new forms of interaction, expression, and social recognition are developed. The research followed a qualitative descriptive approach, based on a documentary review that made it possible to analyze and characterize theoretical contributions related to subjectivity, socioemotional competencies, and their impact on educational environments. The results showed that strengthening these competencies in cyberspace contributes to the development of a more comprehensive, inclusive, and critical education, aimed at forming autonomous, empathetic individuals capable of functioning in interconnected societies.