Abstract:
The article examines the features of fostering students’ emotional
intelligence in the process of language education at higher education institutions.
The relevance of the issue is determined by the growing demands of globalization,
educational digitalization, and intercultural communication, which require future
specialists to possess not only professional knowledge and language proficiency but
also advanced emotional and social competencies. Emotional intelligence is
considered an essential component of professional training, as it enables individuals
to understand and regulate their own emotions, empathize with others, build
effective interpersonal relationships, and adapt successfully to changing educational
and professional environments.
The study analyzes contemporary theoretical approaches to the concept of
emotional intelligence and identifies its key components, including self-awareness,
self-regulation, motivation, empathy, and relationship management. Particular
attention is paid to the role of emotional intelligence in language acquisition, as it
contributes to overcoming psychological barriers, reducing communication anxiety,
increasing learning motivation, and improving students’ communicative
competence. It is emphasized that the successful development of language skills
depends not only on cognitive abilities but also on learners’ emotional readiness to
engage in communication and interaction.
