Impact of Collaborative Learning, Interactivity, Social Presence, and Engagement on the Development of Social Intelligence Competency in Higher Education Students Academic Article in Scopus uri icon

abstract

  • Higher education institutions are vital in shaping responsible citizens with the skills to address global challenges. This research paper explores the development of social intelligence competency among higher education students attending Tecnologico de Monterrey (TEC), Mexico. TEC, a leading institution focusing on 21st-century skills, integrates transversal competencies, including social intelligence, into its educational model. Our study investigated factors influencing the acquisition of soft skills, the role of academic institutions in promoting social intelligence, and the benefits for students. We proposed a set of hypotheses postulating collaborative learning, interactivity, social presence, engagement, and development of social intelligence competency as interrelated constructs. To investigate these relationships, we conducted a survey and designed specific course activities to gauge the effectiveness of social intelligence interventions. We administered the Google Forms survey to 62 students enrolled in an industrial design program course. The outcomes were scanned and examined using IBM SPSS version 26 software. Our hypotheses posited significant associations between independent variables (collaborative learning, interactivity, social presence, engagement) and the dependent variable (students¿ social intelligence development). This study contributes to understanding the importance of social intelligence in higher education and offers insights for educators and institutions on how to prioritize its development. © 2025 TEMPUS Publications.

publication date

  • January 1, 2025