Pedagogical strategy based on science and technology to prevent affective-behavioral disorders in Primary Education

Abstract

Given the absence of integrated strategies that articulate scientific knowledge and technological tools for classroom prevention, this article aims to design a pedagogical strategy based on science and technology to prevent affective-behavioral disorders (ABD) in Primary Education, emphasizing the teacher's preventive role and the ethical integration of technological tools. A participatory action research methodology structured in two phases was employed: a critical systematic literature review (2019-2024), which provided the theoretical-conceptual framework, and a participatory diagnosis in the municipality of Marianao with 95 educational stakeholders (administrators, teachers, families, and students), which constituted the fieldwork to identify contextual needs. Based on the integration of both components, the pedagogical strategy "Connect-Emote" was designed, structured in three stages (awareness raising, training-action, and collaborative implementation). The diagnostic results revealed critical gaps between the regulatory framework and educational practice: insufficient teacher training (85% feel poorly prepared for early detection), fragmentation in understanding the problem, and limited use of technology for preventive purposes (90% are unaware of tools for socio-emotional monitoring). The strategy was validated through expert judgment in two Delphi rounds, achieving a Content Validity Coefficient (CVC) of 0.87 in the first round and 0.94 in the final round, confirming its theoretical soundness, contextual relevance, and practical feasibility. It is concluded that "Connect-Emote" constitutes progress toward an inclusive primary education model focused on socio-emotional well-being, by institutionalizing prevention through a scientific-technological approach.