Assertive Communication in the Teaching-Learning Process Among Basic General Education Students

Abstract

Justification: Basic education constitutes a critical stage in students' academic and personal development, as it is during this period that not only academic knowledge but also the social and emotional skills required for effective coexistence and learning are developed. Objective: This study aimed to analyze assertive communication in the teaching-learning process among students in Basic General Education. Methodology: A qualitative approach was adopted to achieve an in-depth understanding and interpretation of the variables. The PRISMA method was used for data collection, and a bibliographic review form served as the data collection instrument. Results: The findings indicate that assertive communication should no longer be regarded as a complementary skill but rather as a pedagogical component. Evidence shows that interventions promoting its core dimensions—empathy, active listening, and mutual respect—contribute to improving the classroom environment; therefore, its integration from the Basic General Education level is recommended. Conclusion: It is concluded that assertive communication has a direct influence on conflict resolution and classroom management, as it provides guidelines for establishing clear rules of coexistence, guiding students' behavior, and transforming disagreements into opportunities for dialogue.