THE DEVELOPMENT OF EMOTIONAL INTELLIGENCE AMONG HIGHER EDUCATION LECTURERS IN MODERN EDUCATIONAL ENVIRONMENT

Abstract

In the course of their research, the authors analysed academic approaches to interpreting the definition of ‘emotional intelligence’ and explored its essence and role in the professional practice of higher education lecturers. It is noted that contemporary transformational processes in higher education – linked to the digitalisation of the educational environment, the internationalisation of education, the spread of distance learning, and the increasing psycho-emotional strain on academic and teaching staff – highlight the importance of developing emotional intelligence as a key component of a lecturer’s professional competence. The relevance of the study stems from the need to foster in lecturers the ability to engage in effective emotional self-regulation, constructive interpersonal interaction, the prevention of professional burnout, and the creation of a psychologically comfortable educational environment. This paper summarises domestic and international research on emotional intelligence and analyses contemporary approaches to its development within the system of professional training and continuing professional development for lecturers at higher education institutions. It has been established that emotional intelligence is an integrative personality trait that combines the ability to recognise, understand and regulate one’s own emotions, recognise the emotional states of others, and develop empathy and effective communication. It has been demonstrated that a high level of emotional intelligence has a positive impact on the quality of teaching, professional resilience, adaptability to change and the effectiveness of interaction with all participants in the educational process.