Emotion and Culture: Mediating Aspects for Teaching and Learning Processes

A special issue of Societies (ISSN 2075-4698).

Deadline for manuscript submissions: 15 December 2025 | Viewed by 549

Special Issue Editors


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Guest Editor
Faculty of Education, Universidad Autónoma de Chile, Temuco 4780000, Chile
Interests: emotional regulation; emotion and culture; emotional education; emotional well-being
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Guest Editor
Physical Education Career, Universidad Autónoma de Chile, Temuco 4780000, Chile
Interests: curriculum; curriculum design; pedagogical practices; education; pedagogical accompaniment
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The link between emotion and culture are fundamental aspects in the teaching and learning processes; however, the knowledge of families and students belonging to minority cultures has been kept out of school education, denying their own socio-cultural knowledge in the educational field and on the emotional level, and this denial translates into the reproduction of a monocultural educational perspective that legitimizes Eurocentric Western knowledge. In this sense, emotional education is fundamental in school, since it is a continuous process that integrates an ideal knowledge of feeling in particular social contexts. This also includes pedagogical practices in education associated with emotional regulation, which requires a high level of sensitivity to one’s own and students’ emotions and facilitates interpersonal relationship processes in school classrooms. However, there is a lack of teacher training in emotional education, which has resulted in the possible impossibility of transmitting aspects related to emotions, affecting the comprehensive education of their students. In summary, for the development of an education focused on the integral education of students, teachers must recognize and make visible the diverse knowledge associated with the socio-cultural characteristics of students, not only considering the universal knowledge regarding emotion, but also the cultural knowledge associated with the emotional ideal and the appropriate emotional behavior of all students according to their culture of belonging.

Dr. Gerardo Fuentes-Vilugrón
Dr. Carlos Arriagada-Hernández
Dr. Felipe Caamaño-Navarrete
Guest Editors

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Keywords

  • emotional education
  • culture
  • emotional regulation
  • sociocultural diversity
  • interculturality
  • multiculturalism
  • intercultural education
  • socioemotional well-being
  • emotions and cognition
  • socioemotional learning
  • emotional socialization
  • pedagogical practices
  • school contexts
  • diverse contexts
  • culture and learning
  • inclusive teaching
  • teacher mediation
  • cultural models of emotion
  • emotional dynamics in school
  • emotional in the classroom
  • emotions and educational practices

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Published Papers (1 paper)

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Research

16 pages, 912 KB  
Article
Validation of a Perception Scale for Knowledge Acquired in Emotional Education During Initial Teacher Training
by Gerardo Fuentes-Vilugrón, Flavio Muñoz-Troncoso, Rafael Bisquerra-Alzina, Enrique Riquelme-Mella, José-Luis Ramos-Sánchez, Felipe Caamaño-Navarrete, Edgardo Miranda-Zapata, Carlos Arriagada-Hernández, Ekaterina Legaz-Vladímisrkaya and Gerardo Muñoz-Troncoso
Societies 2025, 15(9), 236; https://doi.org/10.3390/soc15090236 - 25 Aug 2025
Viewed by 259
Abstract
Emotional education is essential in teacher training processes, but historically it has been neglected in the training system. The purpose of this study was to design and psychometrically validate the EEITT Scale, an instrument that assesses the perception of knowledge acquired about emotional [...] Read more.
Emotional education is essential in teacher training processes, but historically it has been neglected in the training system. The purpose of this study was to design and psychometrically validate the EEITT Scale, an instrument that assesses the perception of knowledge acquired about emotional education in student teachers and practicing teachers. A quantitative, descriptive and comparative approach was used with 548 participants, applying confirmatory factor analysis and invariance analysis to evaluate the model. Confirmatory factor analysis showed that the model fit well and had high reliability scores, which backs up the validity and internal consistency of the EEITT for measuring perceptions about emotional education training. Statistically significant differences were identified between groups, with students reporting greater social-emotional learning in the four factors evaluated. Likewise, a negative and significant effect of age on the perception of emotional education training was observed. These findings highlight the importance of emotional education in teacher training and point to the need for educational policies that integrate holistic and continuous approaches throughout the teaching career. Despite its limitations, this instrument provides relevant tools for future research and for guiding the design and improvement of teacher training practices. Full article
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