The influence of socio-cognitive theory in teaching citizenship skills among 10th-grade students at the Rodrigo de Bastidas High School in Santa Marta.

Abstract

A deficiency in the development of citizenship competencies has been observed among students at the Rodrigo de Bastidas Educational Institution in Santa Marta, where school democratic processes are often perceived as a mere legal requirement rather than a training tool. This problem highlights the need to understand how the environment influences citizenship learning. To analyze the influence of sociocognitive theory on the teaching and learning of school democratic processes as an instrument for the development of citizenship competencies in 10th grade students. A qualitative study was conducted using an action research design. The sample, selected by convenience, included 10 students and 10 teachers from the institution. Structured interviews and participant observation were used as data collection techniques. The findings indicate that, although formal democratic mechanisms exist, student participation is uneven, with a knowledge and motivation gap. A strong correlation was demonstrated between citizenship learning and the student's social and family context. The presence of positive role models (parents, community) increases participation. Both teachers and students agreed on the need for a more practical and experiential approach rather than a theoretical one. Citizenship learning is a sociocognitive process, based on social interaction and the observation of role models. Effective citizenship education requires transforming the school into a democratic ecosystem that offers practical and meaningful experiences, since the environment and active participation are essential for internalizing these competencies.