Purpose

Since social, emotional and intercultural (SEI) competences can help individuals manage their feelings, deal with stressful situations and build relationships with others, they have become useful tools for university students. The purpose of this study is thus to assess students’ self-perception of their SEI competences in a public higher education institution in Colombia.

Design/methodology/approach

For this purpose, we used a cross-sectional quantitative design and a sample of 413 students from different academic programs and levels. The differences across gender, age, socioeconomic stratum and participation in internationalization strategies were examined using statistical and linear regression analysis.

Findings

According to the results, students exhibited “satisfactory” or high levels of social, emotional and intercultural competences in general. Self-management, global citizenship and intercultural intelligence had the highest average scores, whereas self-awareness, social awareness and relationship skills had the lowest scores. Remarkably, we found a positive relationship between older students and global citizenship and relationship skills and between internationalization strategies and global citizenship and intercultural intelligence, as well as a low correlation between social awareness and younger students (aged 15 to 25 years).

Originality/value

To offer high-quality academic opportunities and internationalization strategies to university students, this article provides insights into how these students perceive and develop eymotional, social and intercultural competences throughout their academic program, considering their sociodemographic conditions. Finally, we recommend incorporating teaching strategies that favor the development of SEI competences into the curriculum.

中文翻译：

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哥伦比亚公立高等教育机构学生对社交、情感和跨文化能力的自我认知

目的

由于社交、情感和跨文化 (SEI) 能力可以帮助个人管理自己的情绪、处理压力情况以及与他人建立关系，因此它们已成为大学生的有用工具。因此，本研究的目的是评估学生在哥伦比亚公立高等教育机构中对其 SEI 能力的自我认知。

设计/方法/途径

为此，我们使用了横截面定量设计和来自不同学术课程和水平的 413 名学生的样本。使用统计和线性回归分析检查了性别、年龄、社会经济阶层和参与国际化战略之间的差异。

发现

根据结果​​，学生总体上表现出“令人满意”或高水平的社交、情感和跨文化能力。自我管理、全球公民和跨文化智力的平均得分最高，而自我意识、社会意识和人际关系技巧的平均得分最低。值得注意的是，我们发现年长学生与全球公民和人际关系技巧之间以及国际化战略与全球公民和跨文化智能之间存在正相关关系，而社会意识与年轻学生（15 至 25 岁）之间的相关性较低。

原创性/价值

为了向大学生提供高质量的学术机会和国际化策略，本文深入探讨了这些学生如何在整个学术课程中感知和发展情绪、社交和跨文化能力，同时考虑到他们的社会人口状况。最后，我们建议将有利于 SEI 能力发展的教学策略纳入课程。