Community Self-Care Educational Programs as a Psychosocial Strategy for Collective Well-Being

The present study analyzed community educational self-care programs as a psychosocial strategy for collective well-being, aiming to identify their pedagogical foundations, evaluate their impact on psychosocial variables, and propose conceptual guidelines for the design of integrative models. A mixed-methods approach was employed, with an exploratory, correlational, and explanatory scope, using a non-experimental cross-sectional design. The sample consisted of 120 participants involved in community educational programs, including community members, facilitators, and coordinators. A psychosocial well-being questionnaire with adequate reliability was administered, and semi-structured interviews were conducted to gain deeper insight into educational and community experiences. The results showed high levels of emotional self-regulation, perceived social support, self-care practices, and collective well-being. Significant correlations were identified between self-care practices and community well-being, highlighting the role of participatory learning and socioemotional development in promoting healthy environments. Qualitative analysis revealed central categories such as collaborative learning, community reflection, and the integration of personal experiences, which explained the pedagogical mechanisms associated with the observed outcomes. It was concluded that community educational self-care programs simultaneously strengthened individual competencies and social cohesion, emerging as an educational strategy with transformative potential for the promotion of collective well-being. The study contributed an integrative perspective combining pedagogical and psychosocial approaches and suggested the need for future research focusing on longitudinal designs and the incorporation of digital tools within community educational contexts.