Abstract:

The paradigm shift to constructivist peer-based learning requires a fundamental reconceptualization of the educator’s role as a facilitator and mediator of learning. This study proposes an innovative theoretical and practical framework that synthesizes peer learning with social-emotional learning (SEL), establishing a comprehensive model that fosters the personal, social, and academic development of learners. While peer learning has been well documented as an effective approach to developing cognitive skills, the intentional integration of SEL introduces an additional dimension of holistic instruction, fostering empathy, emotional regulation, and collaborative skills.

This study is based on a theoretical analysis of existing models, with a particular emphasis on the educator’s role in designing learning processes that incorporate reflective practices. Such reflection allows learners to identify learning processes and understand the synergy between emotional dynamics and social relationships during the educational experience. The study examines the integration of podcasts both as an integral component of teaching units and as a technologically mediated tool for the development of social-emotional skills, especially in multicultural environments and distance learning contexts. The podcast enables the creation of an authentic learning space that fosters dialogue, encourages the sharing of personal narratives, and promotes the co-construction of knowledge. The findings present an innovative methodological framework in the context of peer learning, providing empirically based practical tools for educators seeking to integrate the development of academic, technological, and social-emotional skills. The study demonstrates how the podcast amplifies the personal voices of learners while cultivating their capacity for active listening, critical analysis, and peer response. The insights contributed here support the construction of an integrative model that promotes meaningful learning, active listening, and inclusive practices as components of an advanced educational paradigm, while emphasizing the centrality of reflection and dialogue in the learning process.

Keywords:

Social-Emotional Learning (SEL), Peer Learning, Technology, Reflective Learning, Constructivist Pedagogy.