Trends and Conceptual Developments in Adolescent Social-Emotional Learning: A Bibliometric Analysis of Scopus, 2022–2025

Abstract

Social-emotional learning has gained increasing importance in the field of education due to its contribution to the holistic development of adolescents and to the acquisition of the skills necessary to address current academic, personal, and social challenges. The objective of this study was to analyze the trends, collaboration networks, and conceptual evolution of research on social-emotional learning and educational programs aimed at strengthening social-emotional skills in adolescents during the 2022–2025 period, using a bibliometric analysis based on the Scopus database. The methodology consisted of a bibliometric study conducted using a sample of N = 80 scientific articles. The findings revealed a shift toward innovative approaches in recent years. The term “digital” increased in frequency in titles and abstracts (1 mention in 2022 versus 7 in 2025), while concepts such as “experiential,” “cultural,” and “adaptive” showed a rising frequency between 2023 and 2025. These results suggest a greater incorporation of educational technologies and strategies tailored to specific contexts. It is concluded that the field is evolving from predominantly theoretical perspectives toward methodologies grounded in data analysis, technological innovation, and experiential learning.