Keyword: skills

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: Traditional education alone is no longer adequate to prepare students for the challenges of a globalized and diverse society within the context of sustainable development. The European Higher Education Area places a strong emphasis on educational methodologies to achieve its goal of fostering the holistic development of university students as competent professionals and responsible citizens and cooperative learning appears to be a more effective methodological approach to address this evolving reality. This study explores whether a collaborative learning approach promotes meaningful learning and skill development among university students. We compared two groups using different learning strategies: traditional and cooperative. The statistical analysis was conducted in two phases. First, a survey was distributed to students in both groups. A t-test was then applied to examine the differences between the two groups. The findings indicate that the cooperative group outperformed the traditional group in terms of motivation, personal skills, and self-assessment confirming that cooperative learning is more effective in developing the skills necessary for a sustainable society.

ABSTRACT: This qualitative study explores the impacts of leaders’ leadership skills on the well-being of Vietnamese English as a Foreign Language (EFL) teachers. Utilizing a grounded theory approach, semi-structured interviews were conducted with six participants selected through purposive sampling from both public and private sectors. This study is important because it addresses a significant gap in existing research by focusing on the well-being of EFL teachers in Vietnam, a context where English proficiency is increasingly prioritized but where teachers face growing pressures and challenges. Understanding how leadership skills contribute to teacher well-being can inform leadership practices and policies that enhance teacher retention, job satisfaction, and ultimately, the quality of English language education. The findings revealed a range of leadership skills and practices that positively influence teacher well-being, including fostering collaboration and teamwork, adapting to changes, respecting teachers’ professional judgment, providing emotional support and fair workload distribution, promoting work-life balance, providing continuous feedback and growth opportunities, ensuring clear communication, empowering and appreciating teachers, resolving conflicts, and establishing trust.