THE THEORY OF EMOTIONAL INTELLIGENCE IN EDUCATION AND ITS PRACTICAL ASPECTS

Abstract

This article investigates the theory of emotional intelligence in education and examines its practical applications in teaching and learning processes. The concept of emotional intelligence has gained significant attention in educational research since the 1990s, yet its integration into pedagogical practice remains uneven and sometimes superficial. The study addresses the gap between theoretical models of emotional intelligence and their actual implementation in educational settings. The purpose of the article is to analyse the major theoretical frameworks of emotional intelligence, to evaluate their relevance for educational practice, and to identify the conditions under which emotional intelligence can be effectively developed in both teachers and students. The research is based on a systematic analysis of international scientific literature, including the foundational works of Salovey and Mayer, Goleman, Bar-On, and Petrides, as well as recent empirical studies conducted in diverse educational contexts across Europe, Asia, and North America. The article distinguishes between ability-based and trait-based models of emotional intelligence and examines their implications for curriculum design, classroom interaction, teacher training, and student well-being. The main result is a conceptual framework that connects four dimensions of emotional intelligence - perception, understanding, regulation, and application of emotions - with specific pedagogical strategies. The study concludes that emotional intelligence is not a fixed trait but a developable capacity, and that educational institutions play a critical role in its systematic cultivation when appropriate pedagogical conditions are provided.