FOSTERING EMOTIONAL INTELLIGENCE IN LANGUAGE EDUCATION

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.