The educational potential of emotional intelligence in shaping a culture of inclusive interaction among student youth

Abstract

Purpose. The aim of the article is to investigate the pedagogical potential of emotional intelligence in fostering a culture of inclusive interaction among student youth.

Methodology. A range of scientific methods was employed in the course of the research. In particular, the method of analysing and synthesising the scientific literature was used to examine contemporary theoretical approaches to the issue of emotional intelligence and its role in interpersonal interaction. The method of comparative analysis enabled the identification of the main scientific approaches to interpreting the concept of ‘emotional intelligence’ and establishing its significance in shaping a culture of inclusive interaction among students. To identify the pedagogical conditions for the development of emotional intelligence, the method of systematisation and generalisation of psychological and pedagogical research was used, which made it possible to identify the main components of students’ emotional competence and determine effective pedagogical methods for its development. The method of pedagogical modelling was also applied, which made it possible to outline the directions for the development of students’ emotional intelligence in the educational process, in particular through the use of interactive teaching methods, reflective practices and creating a favourable socio-psychological climate within the student community.

Results: The results of this study suggest that students with more developed components of emotional intelligence (empathy, emotional self-regulation, emotional awareness) demonstrate a higher level of tolerance towards social diversity and a more positive attitude towards an inclusive educational environment. They find it easier to establish interpersonal relationships and show greater readiness to cooperate with and support fellow students who may have different educational needs or individual characteristics. We have developed and proposed the following formats for work: ‘Emotional Diary’, ‘Emotional Mirror’, ‘Difficult Conversation’, ‘University without Barriers’, ‘Week of Empathy’.

Conclusions: Thus, emotional intelligence acts as an important factor in shaping a culture of inclusive interaction among students, as it promotes the development of empathy, tolerance and social responsibility in the process of interpersonal communication. Its pedagogical potential lies in fostering constructive interaction, and preparing students to collaborate with people who have different individual characteristics. The effective creating a culture of inclusive interaction requires a systematic approach, which involves integrating elements of emotional learning into the content of the educational process, using interactive teaching methods, training activities and reflective practices aimed at developing students’ emotional competence. Further research could focus on developing pedagogical approaches to fostering emotional intelligence among students within an inclusive educational environment.