Abstract:

One of the most significant challenges university degrees have faced in recent decades is the profound transformation of teaching methodologies to foster truly active, participatory, and engaged learning. This change involves moving from traditional models focused on the transmission of content to approaches in which students become the protagonists of their own learning process. Furthermore, higher education is a key period in the holistic development of the individual, as it is not only a time for acquiring specialized knowledge but also for shaping personality based on maturational development. In this context, emotional intelligence and executive functions have gained increasing relevance, highlighting the importance of their development during higher education. Several studies emphasize that these competencies not only influence academic performance but also personal wellbeing, decision-making, and the ability to adapt to complex situations. Therefore, it is essential to implement methodologies that promote the holistic development of students, encompassing physical, emotional, social, and intellectual dimensions. This holistic approach also allows for the enhancement of students' self-esteem, autonomy, and social integration—fundamental elements for their personal and professional future.

This project uses an Educational Action Research approach through iterative cycles of planning, action, observation, and reflection. A mixed-methods design combines quantitative measures (emotional intelligence, academic stress, executive functions, classroom climate) with qualitative insights from students and faculty, enabling a comprehensive understanding of learning processes. The sample included 27 students, with attention to diversity and inclusion, particularly neurodivergent learners.

The project followed five phases:
(1) initial diagnosis through baseline assessment of key variables;
(2) instructional design incorporating self-regulation, socio-emotional strategies, and inclusive adaptations;
(3) implementation using active learning, emotional reflection, autonomy-building activities, and continuous feedback;
(4) ongoing monitoring with tutoring, feedback, and adjustments; and
(5) final evaluation using pretest-posttest comparisons and qualitative feedback.

Data collection employed validated quantitative scales and qualitative tools such as interviews, focus groups, and observation.

Around 80% of students reported improvements in emotional skills, social relationships, and engagement. About 85% indicated greater emotional awareness and better management of negative emotions. Additionally, 95% highlighted benefits in developing healthy habits, such as nutrition strategies that support academic performance, while 85% emphasized improved sleep hygiene during stressful periods. Most students (95%) also recognized the importance of physical activity for learning.

Overall, findings highlight the need for structural change in higher education by integrating active methodologies, emotional intelligence, and executive functions. Neurodiversity should be understood as an interconnected system rather than isolated traits. Promoting inclusive, empathetic, and adaptive learning environments enhances both student wellbeing and academic success, benefiting the entire university community and supporting a more equitable and human-centered education system.

Keywords:

Higher Education, Active Methodologies, Teaching Innovation, Emotional Intelligence, Holistic Development, Neurodiversity, Emotional Well-being, Inclusive education.