Keyword: emotional self-regulation

ABSTRACT: This article aims to examine the role of emotional intelligence in the educational context by exploring how its five core dimensions—emotional self-awareness, emotional self-regulation, empathy, social skills, and intrinsic motivation—contribute to students’ and teachers’ academic success, emotional well-being, and interpersonal effectiveness. This is a theoretical reflection based on a narrative literature review. It integrates key findings from recent and foundational studies in emotional intelligence applied to education, offering a comprehensive understanding of how emotional competencies support learning and adaptation in increasingly complex and technology-driven school environments. The reviewed literature suggests that the structured integration of emotional intelligence into the school curriculum enhances academic performance, fosters self-regulation and resilience, and promotes more collaborative and inclusive learning environments. Teachers also benefit by developing stronger emotional competencies that help them manage classrooms more effectively and respond more sensitively to students’ needs. This article offers a multidimensional approach to emotional intelligence in education, emphasising its relevance in preparing students and educators for the demands of the 21st century. By highlighting the connection between emotional competencies and school success, the paper contributes to current discussions on how education systems can support the holistic development of learners and teaching professionals alike.