Collaborative work as a didactic strategy for the development of social skills in eighth-grade students of basic education

The growing need to foster social skills in basic education has led to the adoption of active methodologies. This study analyzes the impact of collaborative work on enhancing social skills in eighth-grade students. A quasi-experimental, quantitative design was applied with 32 participants. Pretest and posttest data were collected using a validated questionnaire (α = 0.810) measuring empathy, interpersonal communication, conflict resolution, and teamwork. Student’s t-test was used for related samples. Statistically significant improvements were found in all dimensions: teamwork (+0.35), empathy (+0.24), conflict resolution (+0.28), and interpersonal communication (+0.13), along with decreased variability, suggesting groupwide progress. Findings confirm that collaborative learning strengthens socioemotional competencies during early adolescence. Its systematic implementation fosters cohesion, shared responsibility, and comprehensive development. Notable improvements in inclusive attitudes and emotional regulation were observed, though intrinsic motivation for group work needs reinforcement.