Learning from emotions in learners in the post-covid era 19

Abstract

Following COVID-19, there has been a growing interest in analyzing the effect of emotions on the learning of university students. This concern has prompted research focused on the conceptualization of emotions, the dynamics of learning and the changes that have occurred in higher education after the pandemic. In this sense, the impact of emotions on cognition, particularly on retention capacity and motivation to learn, has been explored. In order to systematize the available scientific evidence, a systematic review was developed under the guidelines of the PRISMA statement. The search for studies was carried out in databases such as SCOPUS, WOS, SciELO and ERIC. From the literature analysis, 11 international research studies were selected that address the correspondence between emotions and learning in the post-pandemic context. The results confirm that learning is not an exclusively cognitive process, but that emotions play a determining role in the assimilation of knowledge and in the motivation of learners. Likewise, it was identified that emotional regulation is an essential element to improve academic achievement. In conclusion, university education in the post-COVID-19 era demands pedagogical strategies that integrate the emotional dimension of learning in order to optimize academic training and student well-being.