The objective of this study is to highlight the feasibility of the use of educommunication in the reflection of cognitive, motor, and unplanned impulsive behavior. What is revealed is the result of a pedagogical intervention that sought to design an educommunicative program through Problem-Based Learning. The methodology is based on a sequential explanatory study, developed through a mixed approach and a descriptive method. As a result of the analysis, effectiveness is manifested in the behavioral reflection and appropriation of the educommunicative strategies exposed in the investigative spaces that involved the interests, the social realities, and the tangible affections of the learners. It is concluded that the use of educommunication promotes self-regulation, helps the development of social skills, and encourages assertive decision-making. Finally, it is important to mention that the emotional elements are an essential factor during reflection processes, therefore, it is relevant to offer a safety and comfortable environment to the learners.