Theoretical and practical aspects of developing students’ emotional intelligence in the higher education system

Abstract

This article examines the level of emotional intelligence among respondents and identifies its developmental features. Emotional intelligence includes the ability to understand, manage, and express emotions, and consists of intrapersonal and interpersonal components. The purpose of the study is to compare the level of emotional intelligence among respondents of different academic years and to determine its developmental dynamics. The research was conducted among first-, third-, and fourth-year respondents of the “Pedagogy and Psychology” program at Sh. Yessenov Caspian University of Technology and Engineering. N. Hall’s “Emotional Intelligence Assessment” method was used, along with questionnaires and statistical analysis (Student’s t-test). The results showed that the level of emotional intelligence varies depending on the year of study: senior respondents demonstrated significantly higher abilities in emotion regulation, self-motivation, and empathy. This can be explained by the accumulation of life and academic experience. The development of emotional intelligence is an essential factor in respondents' personal and professional formation. The study highlights the need to develop psychological and pedagogical programs aimed at enhancing respondents' emotional intelligence.