Empathy of high school students’ in blended learning

a systematic literature review

Abstract

This article seeks to identify how the academic literature portrays the Socio-affective Competence empathy in high school students in the hybrid modality through a systematic literature review. The methodology used included systematic mapping, analysis of results and conclusions. To this end, 290 articles were extracted, of which 10 primary studies were selected for analysis. These studies presented results that highlight the importance of empathy in the student learning experience. The studies indicated that empathy is especially relevant in the blended learning educational context, having a beneficial impact on academic performance, active participation in classes and reducing violence such as bullying and cyberbullying. However, gaps were identified related to the diversity of educational contexts, curricula and legislation. The results of this study can contribute to the development of pedagogical strategies that promote empathy among high school students in the hybrid modality.