Investing in emotional intelligence to enhance motivation in first year secondary classes – a non-digital innovative project

Abstract

This teaching innovation project aims to enhance intrinsic motivation and emotional wellbeing among first year secondary students through a human centred approach to English language learning. Grounded in the principles of the LOMLOE curriculum, the proposal responds to the challenges students face during the transition from Primary to Secondary Education particularly in a multicultural context marked by linguistic and emotional diversity. The project integrates active methodologies such as Project-Based Learning and Cooperative Learning alongside with emotional education using English as a tool for expression, reflection and interpersonal connection. Activities are designed around the theme of sustainability, promoting not only communicative competence but also environmental awareness and social responsibility. Tasks such as role-plays, mock trials, debates and awareness campaigns link curricular content with real world contexts, empowering students to use English meaningfully and collaboratively. Evaluation is carried out through diverse tools including shared rubrics and self assessment strategies promoting student autonomy and reflection on learning. The project also incorporates inclusive organisational strategies, ensuring that students with different needs, paces and profiles can access and participate in learning equitably. By encouraging empathy, dialogue and cooperative dynamics, this initiative contributes to the development of key transversal competencies and supports the values promoted by the sustainable development goals, particularly those related to quality education, climate action, and peaceful coexistence. Ultimately, this innovation demonstrates that the English classroom can become a space not only for linguistic development but also for human, emotional and ethical growth.