Keyword: emotional intelligence

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.

ABSTRACT: In this study, the relationships between Personality Trait (PT), Emotional Intelligence (EI), and Intrapreneurial Self-Capital (ISC) are examined. A modified version of the Intrapreneurial Self Capital and Trait Emotional Intelligence Questionnaire was administered to 200 first-year and 200 third-year undergraduate students. Hierarchical regression analysis was used to explore relationships. The study found that a significant change in one’s ISC occurs with a unit increase in EI and PT. Also, in reference to respondents aged less than 18, none of the age groups exhibited a positive EI. It was also established that females exhibited a positive EI as compared to their male counterparts, whereas level 300 students also exhibited a positive EI ahead of their juniors in level 100. This study recommends that students should take an interest in non-cognitive workshops and seminars to improve their EI to increase their capabilities to cope with their future careers and work life. It is also recommended that students understand their personality traits to interact well with their colleagues at the workplace after graduation. Lastly, this study recommends that the content of courses taught in our universities should be tailored to enhance EI since the current situation is not too good.