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DOI: https://doi.org/10.34069/AI/2024.76.04.17

How to Cite:

Semenov, O., Yaremchuk, N., Vitiuk, V., Kashubiak, I., Lukashov, O., & Soroka, O. (2024). Impact of digital educational

environment on the emotional intelligence of future primary school teachers: a comparative research. Amazonia Investiga, 13(76),

217-227. https://doi.org/10.34069/AI/2024.76.04.17

Impact of digital educational environment on the emotional

intelligence of future primary school teachers: a comparative research

Вплив цифрового освітнього середовища на емоційний інтелект майбутніх вчителів

початкової школи: порівняльне дослідження

Received: February 15, 2024 Accepted: April 29, 2024

Written by:

Oleksandr Semenov1

https://orcid.org/0000-0002-3839-4725

Nataliya Yaremchuk2

https://orcid.org/0000-0001-7218-6543

Valentyna Vitiuk3

https://orcid.org/0000-0003-4981-9925

Iryna Kashubiak4

https://orcid.org/0000-0003-0748-0732

Oleksandr Lukashov5

https://orcid.org/0009-0000-0616-520X

Olena Soroka6

https://orcid.org/0000-0003-1637-3437

Abstract

The aim is comparison parameters and

substantiation of the formedness of emotional

intelligence of future teachers trained under

conditions of a digital educational environment

and under conditions of a usual educational

format. The development of emotional

intelligence and the formation of emotional-

intellectual culture make the core of future

teachers’ language behavior. Statistically

significant differences of the respondents trained

under conditions of a digital educational

environment (Group 1) and those trained under

conditions of a usual educational format (Group 2)

Анотація

Метою є порівняння параметрів і

обґрунтування сформованості емоційного

інтелекту майбутніх вчителів підготовлених в

умовах цифрового освітнього середовища та в

умовах звичайного формату роботи. Розвиток

емоційного інтелекту, сформованість

емоційно-інтелектуальної культури складають

стрижень мовної поведінки майбутнього

вчителя. З’ясовано статистично достовірні

відмінності респондентів підготовлених в

умовах цифрового освітнього середовища

(Group 1) і підготовлених в умовах звичайного

формату (Group 2) за параметром “розуміння

Doctor of Pedagogical Sciences, Full Professor of the General Pedagogy and Preschool Education, Lesia Ukrainka Volyn National

University, Lutsk, Ukraine. WoS Researcher ID: AAM-1694-2020

Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Primary and Preschool Education,

Ivan Franko National University of Lviv, Lviv, Ukraine. WoS Researcher ID: F-7222-2019

Doctor of Pedagogical Sciences, Full Professor at the Department of Theory and Methods of Primary Education, Lesia Ukrainka

Volyn National University, Lutsk, Ukraine. WoS Researcher ID: GHT-2518-2022

Candidate of Pedagogical Sciences, Associate Professor at the Department of Theory and Methods of Primary Education, Lesia

Ukrainka Volyn National University, Lutsk, Ukraine. WoS Researcher ID: KLY-9304-2024

Doctor of Philosophy, Ph.D., Candidate of Еconomic Sciences, Associate Professor of Department Social Psychology and Social

Work, Volodymyr Dahl East Ukrainian National University, Kyiv, Ukraine. WoS Researcher ID: KPA-3171-2024

Doctor of Psychological Sciences, Associate Professor, Associate Professor of Department of Navigation, Danube Institute of

National University “Odesa Maritime Academy”, Izmail, Ukraine. WoS Researcher ID: ID: X-4223-2019

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were found by the parameter “an individual’s

understanding others’ emotions”. The direct

involvement of future teachers in the professional

process activates positive changes in the formation

of emotional intelligence, promotes initial

adaptation and professionalization in the

workplace. It was noted that a solid theoretical

basis of respondents is important for the formation

of emotional intelligence. The established

scientific facts were recommended for

implementation in organization of educational

process of future teachers.

Keywords: educational process, distance

education format, mixed education format, digital

educational technologies, professional training for

teachers, university, innovatics.

особистістю емоцій інших”. Безпосередня

включеність майбутніх вчителів у виробничий

процес активізує позитивні зміни у

формуванні емоційного інтелекту, сприяє

первинній адаптації і професіоналізації на

робочих місцях. Зазначено, що для

формування емоційного інтелекту має важливе

значення міцна теоретична база респондентів.

Рекомендовано з’ясовані наукові факти

впровадити у організацію освітнього процесу

майбутніх вчителів.

Ключові слова: освітній процес, дистанційна

форма навчання, змішана форма навчання,

цифрові освітні технології, професійна

підготовка вчителів, університет, інноватика.

Introduction

Education is a major facilitator of achieving

goals of sustainable development, determined by

the United Nations Organization (UNO).

Therefore, education should solve a number of

global problems of humanity, such as the fight

against poverty, maintenance of health and well-

being, reduction in inequality, implementation of

innovations, etc (Buerkle et al., 2023).

Continuous transformational changes, occurring

in our society, have affected all areas of human

life (Arbeláez-Campillo et al., 2020). Over the

past decade, training for future professionals has

undergone considerable content innovations and

changes. The outlined changes have also

impacted a socionomic area on the whole and

training for teachers, in particular. Conditions of

a digital educational environment require

organizers and consumers of educational services

to have a sufficient level of the development of

media-literacy, competences in using

information-communicative and digital

technologies in an educational environment,

knowledge of digital education, information

security and cybersecurity.

Hypothesis. Parameters of emotional

intelligence under conditions of a digital

educational environment and under conditions of

a usual educational format will have statistically

significant differences; correlations of emotional

intelligence with the directions of educational-

professional activity – theoretical, practical and

innovative – will have a different structure of

significant correlations.

The aim. To empirically study, compare and

substantiate the formedness of emotional

intelligence of future teachers trained under

conditions of a digital educational environment

and under conditions of a usual educational

format.

Literature Review

Emotional intelligence in the space “teacher –

student”: the current realities and challenges. It

was substantiated that an educational

environment should comply with the

requirements for safe conditions and consider, if

necessary, the specificity of inclusive education

(Popovych et al, 2021b). A variety of educational

platforms, applications for distance

communication and learning, and the

development of artificial intelligence

technologies have entered the space “teacher –

student” and even taken a number of assessment,

signal, control, reproduction and accounting

functions. It is not correct to state that artificial

intelligence has become a full-fledged subject of

organization of educational process, but, at least,

it performs its important functions.

L. Mialkovska et al. (2023) think that artificial

intelligence technologies have dramatically

changed content and operational components of

students’ communication. All these innovations

are very important for social development. At the

same time, an important question arises: “Is

training for future primary school teachers losing

in the formation of the key competences realized

under conditions of a digital educational

environment?” One of such key competences is

emotional intelligence. The Concept of a New

Ukrainian School considers emotional

intelligence to be a key competence which is

crucial for the formation and development of an

individual (Bibik, 2017). The researcher thinks

that the formedness of a teacher’s emotional-

intellectual culture is an indispensable part of a

Semenov, O., Yaremchuk, N., Vitiuk, V., Kashubiak, I., Lukashov, O., Soroka, O. / Volume 13 - Issue 76: 217-227 /

April, 2024

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pedagogue’s language behavior. Such a

combination finds its reflection in their

individual style of activity and is oriented

towards activation of learners’ cognitive activity

(Bibik, 2017).

The role of emotional intelligence in the

formation of the key competences of future

teachers. The author of fundamental studies

about emotional intelligence Daniel Goleman

(1995) noted that emotional skills are the basis of

emotional intelligence. The scientist considered

emotional skills to be, on the one hand,

awareness and identification of emotions and, on

the other hand, focused attention on regulation

and management of emotions. Since emotional

skills can be oriented towards one’s own and

others’ emotions, emotional intelligence

combines self-realization, awareness of social

interactions, self-management and management

of relations (Goleman, 1995). The empirical

research on a correlation between emotional

intelligence and adaptation found that a number

of psychological content parameters of emotional

intelligence positively correlates with future

professionals’ adaptation to a professional

environment (Halian et al., 2020). In her method

for studying emotional intelligence, the

researcher V. Zarytska (2019) empirically

established and substantiated the following

structure of the investigated phenomenon: an

individual’s understanding their own emotions;

self-control and self-regulation of emotions; an

individual’s understanding others’ emotions;

ability to use emotions in activity and

communication. Examining competences which

a future teacher should have, a number of

researchers (Aldrup et al., 2023; Halian, 2019;

Pavlyk & Radzimovska, 2023; Yaremchuk,

2022) highlight the ability to build partnership

with all participants of educational process,

emotional balance, empathy and, at the same

time, stress-resistance, tolerance of uncertainty

and sociability. Such a list of professional

qualities also includes sufficiently developed

emotional intelligence. Tolerance of uncertainty

is a key characteristic affecting permanence of

professional development of future teachers

(Budnyk et al., 2022). Tolerance in interpersonal

relationships as an important component of the

formation of emotional culture of future teachers

is emphasized by O. Tsiuniak (2023). The

researcher underscores that a teacher’s psycho-

emotional state affects efficiency of organization

of learning in a digital educational environment.

A teacher demonstrates their emotional culture in

interpersonal relationships, in a language

etiquette and communicative competences. It is

important that a teacher can demonstrate their

support for students, first of all, through their

emotional resistance and calmness, which are the

indicators of high emotional culture and

emotional intelligence (Tsiuniak, 2021). We can

generalize that emotional culture and emotional

intelligence are interrelated and complement

each other. Emotional culture is a basic

component, while emotional intelligence is a

component having a high operational capacity in

professional or everyday activities. Besides, D.

Goleman (1995) also associated emotional

culture with emotional intelligence. In a number

of studies on dominant mental states (Chen et al.,

2012; Porras Carmona et al., 2020; Wang et al.,

2022), an emotional component has statistically

significant correlations with dependent variables

in educational-professional activity. Studying

psycho-linguistic mechanisms of regulation of

educational activity, O. Chebykin (2023)

revealed the essence and substantiated the

interaction of thinking-speaking acts and

motivational-emotional manifestations. The

author operationalized the role of an emotional

component in educational activity of students.

The empirical studies finding significant

parameters of an emotional component in such

opposite characteristics as assertiveness and self-

esteem, optimism evoke scientific interest

(Gavín-Chocano et al., 2024). Attention is paid

to a temporal component of training for future

professionals. It concerns not only the forward-

looking nature of training for professionals and

their gaining general and special competences,

but also an anticipatory ability of students in their

future profession (Galanakis et al., 2021; Halian

et al., 2021). The research on operationalization

of temporality of future professionals in

dimensions of psychological well-being

demonstrated a key role of positive relationships

and psycho-emotional climate (Semenov et al.,

2021). It was proved that social support and

adequate working loads contribute to teachers’

psychological well-being (Carranza Esteban et

al., 2023). It was found that social expectations

of participants of interaction as a prognostic

component of activity are dispositional readiness

for constructive interaction which is also

maintained by well-developed emotional

intelligence (Popovych et al., 2021a; 2021b;

2022).

We can generalize that retrospective analysis

adds topicality to the research on the scientific

problem of emotional intelligence which

develops under conditions of a digital

educational environment in the subjects of this

process.

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Summarizing the problem of emotional

intelligence in training future primary school

teachers, we should not that this research lies in

the plane of the formation of emotional-

intellectual culture of teachers. The analyzed

studies do not provide exhaustive information

about the unambiguous impact of a digital

educational environment. The study reveals the

aspects of emotional intelligence in the space

“teacher – student”, and analyzes the present

realities and challenges. The role of emotional

intelligence in the formation of the key

competences of future teachers is clarified. The

outlined articulation of the researched problems

makes it necessary to establish statistically

significant measurements and differences in

training future teachers in digital and traditional

environments.

Methods

Organization of research. The empirical

research was carried of the academic year 2023–

2024. The respondents were informed in advance

about confidentiality of the research, its purpose

and procedure. Everyone who participated in the

research did it voluntarily and gave sincere

responses on their own initiative. The Ethical

Committees of universities-organizers approved

the research and gave the researchers the data on

the respondents’ academic performance.

Theoretical analysis, empirical data processing,

comparison and establishment of significant

correlations and differences and design were

organized in January, 2024.

Research Limitation. A low probability of

organizing an ideal experiment in which the

respondents of the investigated groups will be

fully isolated from a side effect of the factors is a

key limitation of our research. The advantage of

the research was the fact that Group 1, consisting

of the future teachers, trained under conditions of

a digital educational environment, really took

university courses only in a distance educational

format and used the means of a digital

educational environment. We found it

complicated to organize the sample of Group 2

consisting of the respondents trained under

conditions of a usual educational format, since

they could also use educational platforms for

informal/formal education or their self-

development, and it was very difficult to keep

track of it. Therefore, our research can

reasonably be regarded as a study with

characteristics of a quasi-experiment, i. e. a

researcher cannot always control a dependent

variable, accepting an insignificant impact of

additional factors. The retrospective analysis

showed that the problem of emotional

intelligence is not new, however, similar

empirical studies or research with elements of

comparison have not been found. Similar

empirical studies would allow confirming or

disproving the established scientific facts.

Participants. Students seeking a degree in the

field of primary education were selected

randomly. They comprised the research sample.

The sample appropriately reflected the

population. For meeting the requirements of

accuracy of the experiment, the sample of the

experiment involved the postgraduates seeking a

Master’s degree in the field of study 013

“Primary education”. Group 1 involved a

Master’s degree seekers – future teachers trained

under conditions of a digital educational

environment of Kherson State University

(relocated in Ivano-Frankivsk, Ukraine); Group 2

involved a Master’s degree seekers – future

teachers trained under conditions of a usual

educational format from Ivan Franko National

University of Lviv (Lviv, Ukraine) and Lesya

Ukrainka Volyn National University (Lutsk,

Ukraine). The age of the research participants

ranged from 22 to 29 years (M=24.34;

SD=±3.01; Me=24.50; Mo=22.00). Group 1

numbered n=35; 35.00% and Group 2 – n=65;

65.00%. Distribution of the research participants

by gender was as follows: females (n=94;

94.00%) and males (n=6; 6.00%).

Procedures and instruments. The basic psycho-

diagnostic instrument was the method for

determining the level of development of

emotional intelligence of the personality (DEIP)

(Zarytska, 2019). The method contains seventy-

six statements and a four-point Stapel scale with

the distribution of points from four to one, where

4 – almost always; 3 – often; 2 – sometimes; 1 –

never. Four basic scales and one integral scale

were used. The basic scales: an individual’s

understanding their own emotions (IUOE); self-

control and self-regulation of emotions (SSE); an

individual’s understanding other people’s

emotions (IUOPE); ability to use emotions

(AUE). The integral scale is a general level of

emotional intelligence (GLEI). The internal

consistency of Cronbach’s alpha by the method

equaled .723, that is considered to be a

satisfactory level for empirical studies. The

questionnaire “Professional readiness of students

for innovative activity” (PRSIA) (Tsiuniak,

2021) allowed establishing an innovative

component of academic performance. Since the

method has two dimensions – a quantitative

coefficient and a qualitative coefficient, the

integrated coefficient of innovatics (ICI) was

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used. The integrated coefficient of innovatics is a

combination of points obtained for the

respondents’ answers to the test questions and

data of content-analysis. Combination of

quantitative and qualitative dimensions ensured

collection of reliable data on the formedness of

an innovative component of academic

performance of future teachers. The internal

consistency of Cronbach’s alpha was registered

at the level .814, that corresponds to a medium

level. The parameters of efficiency of theoretical

and practical components comprised the results

of academic performance, namely, the grade

point average of theory (GPAth) and the grade

point average of practice (GPAp) found by

European Credit Transfer and Accumulation

System (ECTS).

Statistical analysis. The initial processing of the

empirical data was carried out by MS “Excel”.

The computer program SPSS Statistics version

19.0.1 was used to find descriptive frequency

characteristics, significant correlations and

statistically significant differences. The figure

was drawn using the graphical editor

MS “Word”. Spearman’s correlation coefficient

(rs), the Mann-Whitney’s coefficient (U) and

Student’s coefficient (t) ensured statistical

significance of the measurements. The levels of

statistical significance р ≤ .050 and р ≤ .010 were

used for substantiating the research findings.

They comprised provability of the empirical

regularities.

Results

To meet the requirements of replication of

empirical research, we presented the collected

data as descriptive frequency characteristics.

Given the strategy of summative research with

elements of comparison, we selected three key

dimensions: the median (Me); the mean (М) and

the mean squared deviation (SD). Characteristics

were identified by each investigated group.

Comparison was performed by the median, using

the Mann-Whitney U-test. All the parameters

obtained by the methods “DEIP” (Zarytska,

2019) and “PRSIA” (Tsiuniak, 2021), and also

the grade point average of academic performance

by theoretical and practical components were

used for comparison. Tabl. 1 gives comparison of

the investigated parameters.

Table 1.

Comparison of the investigated parameters by the Mann-Whitney U-test (n = 100)

Group

Descriptive

characteristic

Parameters

IUOE

SSE

IUOP

AUE

GLEI

ICI

GPAt

GPAp

Group 1 (n=35)

46.12

42.08

43.03

39.81

189.55

.64

74.35

70.12

±9.87

±7.45

±8.13

±6.97

±30.82

±.19

±13.12

±11.92

46.00

42.00

43.00

40.00

190.00

.63

74.50

71.00

Group 2 (n=65)

51.46

44.34

49.37

42.14

201.98

.61

78.12

76.88

±10.24

±7.89

±10.24

±7.69

±35.51

±.18

±14.02

±14.31

51.50

44.50

49.50

42.00

202.00

.61

78.00

77.50

Mann-

Whitney (U)

704.00

768.00

318.00

845.00

731.00

623.50

698.00

623.00

.192

.312

.004

.621

.198

.068

.123

.067

Source: Own research.

Note: Group 1 – the sample of future teachers trained under conditions of a digital educational environment;

Group 2 – the sample of future trained under conditions of a usual educational format; M – the mean; SD

– the mean squared deviation; Me – the medianа; U – the value of the Mann-Whitney U-test; p – the level

of significance; IUOE – an individual’s understanding their own emotions; SSE – self-control and self-

regulation of emotions; IUOPE – an individual’s understanding others people’s emotions; AUE – ability to

use emotions; GLEI – a general level of emotional intelligence; ICI – integral coefficient of innovatics;

GPAth – the grade point average of academic performance in theory; GPAp – the grade point average of

academic performance in practice.

Training for future teachers under conditions of a

digital educational environment (Group 1) is not

inferior to Group 2 by a considerable number of

the investigated parameters. The only

statistically significant difference was registered

in the parameter “an individual’s understanding

others people’s emotions” (U=318.00; p=.004).

There were increasing and decreasing tendencies

by the rest of the parameters. An increasing

tendency in Group 1 was found in ICI

(U=623.50; p=.068), the rest of the parameters

have an increasing tendency in Group 2.

According to the research plan, we established

correlations between the parameters of academic

performance and emotional intelligence by

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Spearman’s coefficient (rs). Since the sample had

uneven distribution, Spearman’s correlation coefficient (rs) was used. Tabl. 2 gives a

correlation matrix of the sample (n = 100).

Table 2.

Correlation matrix of the sample (n = 100)

Parameters of

academic

performance

Spearman’s

coefficient

Parameters

IUOE

SSЕ

IUOPE

AUE

GLEI

ICI

.069

.081

-.035

.086

.093*

.262

.067

.696

.056

.042

GPAth

.089*

.032

.079

-.034

.085

.046

.655

.073

.697

.057

GPAp

.093*

.129*

.089*

.156**

.165**

.042

.036

.046

.007

.006

Source: Own research.

Note: ICI – integral coefficient of innovatics; GPAth – the grade point average of theory; GPAp – the grade

point average of practice; rs – Spearman’s correlation coefficient; p – nominal value; IUOE – an individual’s

understanding their own emotions; SSE – self-control and self-regulation of emotions; IUOPE – an

individual’s understanding others people’s emotions; AUE – ability to use emotions; GLEI – general level

of emotional intelligence; * – p≤.050 (given in italics); ** – p≤.010 (given in bold).

The correlation pleiad complements the

correlation matrix. The correlation pleiad

allowed visualizing the correlation regularities.

Fig. 1 depicts the correlation pleiad of the

parameters of academic performance and

emotional intelligence.

Figure 1. Correlation pleiad of the parameters of academic performance and emotional intelligence

(n = 100)

Source: Own research.

Note: positive correlations with p≤.050; positive correlations with p≤.010.

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We established seven statistically significant

correlations of the parameters of academic

performance and emotional intelligence. The

grade point average of academic performance in

practice (GPAp) has statistically significant

correlations with all the parameters of emotional

intelligence that is considered to be a partly

unexpected result. There was one significant

correlation in ICI and GPAth. We established the

strongest correlation of GPAp with a general

level of emotional intelligence (rs = .165; p =

.006) and ability to use emotions in

communication and activity (rs = .156; p = .007).

In the research there were no negative

statistically significant correlations. We

emphasize that the grade point average of

practice (GPAp) is the most important dimension

of academic performance in the context of the

formation of emotional intelligence. The

significant correlation with AUE (rs = .156; p =

.007) also testifies to it.

According to the plan of the empirical research,

comparison of the investigated groups by low

and high parameters of academic performance

was performed. As a result, we found statistically

significant differences in Groups А and B (low

and high levels of ICI), in Groups С and D (low

and high levels of GPAth) and in Groups E and F

(low and high levels of GPAp). All the

investigated groups were distributed by the

median (Me). Tabl. 3 gives the results of

comparison of the investigated parameters in

Groups А (n = 32; 32.00%) and B (n = 68;

69.00%) by the Mann-Whitney U-test.

Table 3.

Comparison of the investigated parameters in Groups А and B distributed by ICI

Mann-Whitney (U)

Parameters

IUOE

SSE

IUOPE

AUE

GLEI

577.50

429.00

639.00

477.00

403.00

.112

.013

.365

.029

.009

Source: Own research.

Note: U – the Mann-Whitney test; p – the level of significance; IUOE – an individual’s understanding their own

emotions; SSE – self-control and self-regulation of emotions; IUOPE – an individual’s understanding other

people’s emotions; AUE – ability to use emotions; GLEI – a general level of emotional intelligence; * – the level

of significance p≤.050 (given in italics); ** – the level of significance p≤.010 (given in bold).

It was found that the group with a high level (Group

B) of the integral coefficient of innovatics (ICI) has

an advantage over Group А by SSE (U = 429.00; p

= .013), AUE (U = 477.00; p = .029), GLEI (U =

403.00; p = .009). Group А does not have an

advantage by any of the parameters.

Tabl. 4 gives the results of comparison of the

investigated parameters in Groups С (n = 41;

41.00%) and D (n = 59; 59.00%) by the Mann-

Whitney U-test.

Table 4.

Comparison of the investigated parameters in Groups C and D distributed by GPAth

Mann-Whitney (U)

Parameters

IUOE

SSE

IUOPE

AUE

GLEI

417.00

587.00

431.50

511.50

392.00

.011

.279

.015

.063

.008

Source: Own research.

Note: U – the Mann-Whitney test; p – the level of significance; IUOE – an individual’s understanding their

own emotions; SSE – self-control and self-regulation of emotions; IUOPE – an individual’s understanding

other people’s emotions; AUE – ability to use emotions; GLEI – a general level of emotional intelligence;

* – the level of significance p≤.050 (given in italics); ** – the level of significance p≤.010 (given in bold).

It was found that the group with a high level

(Group D) of the grade point average of

academic performance by a theoretical

component (GPAth) has an advantage over

Group C by IUOE (U = 417.00; p = .011), IUOPE

(U = 431.50; p = .015), GLEI (U = 392.00;

p=.008). Group C does not have an advantage by

any of the parameters.

Tabl. 5 gives the results of comparison of the

investigated parameters in Groups Е (n = 29;

29.00%) and F (n = 71; 71.00%) by the Mann-

Whitney U-test.

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Table 5.

Results of comparison of the investigated parameters in Groups E and F distributed by GPAp

Mann-Whitney (U)

Parameters

IUOE

SSE

IUOPE

AUE

GLEI

475.00

288.00

498.00

328.00

321.00

.028

.000

.036

.000

Source: Own research.

Note: U – the Mann-Whitney test; p – the level of significance; IUOE – an individual’s understanding their

own emotions; SSE – self-control and self-regulation of emotions; IUOPE – an individual’s understanding

other people’s emotions; AUE – ability to use emotions; GLEI – a general level of emotional intelligence;

* – the level of significance p≤.050 (given in italics); ** – the level of significance p≤.010 (given in bold).

It was found that the group with a high level

(Group F) of the grade point average of academic

performance by a practical component (GPAp)

has an advantage over Group E by all the

parameters of emotional intelligence: IUOE (U =

475.00; p = .028), SSE (U = 288.00; p = .000),

IUOPE (U = 328.00; p = .000), AUE (U =

328.00; p = .000), GLEI (U = 321.00; p = .000).

The highest parameters of a statistically

significant advantage were registered in the

parameters: SSE (U = 288.00; p = .000), AUE (U

= 328.00; p = .000), GLEI (U = 321.00; p = .000)

which have rather an operational direction that a

formal one.

Discussions

The issue of emotional intelligence in

professional development of future professionals

is not new, it has been sufficiently investigated

by researchers in different social areas. At the

same time, there are innovative empirical studies

(Chebykin, 2023; Kolly-Shamne & Tokareva,

2021), showing that a scientific community’s

interest in the problem of emotional intelligence

has not been decreasing. Researchers consider

applied empirical studies to be especially

valuable, since they can contribute to solving

urgent problems, and it will be possible to

immediately implement their results in

educational process (Jabbarov et al., 2023;

Mamani-Benito et al., 2023; Popovych et al.,

2022; Rojas Samanez et al., 2019). Rapid

changes in society require advanced solutions

with a well-developed algorithm of

implementation.

Comparison of descriptive frequency

characteristics of the two groups (see Tabl. 1)

demonstrated a lack of significant differences by

a considerable number of parameters (seven

dimensions). The only statistically significant

difference was registered in the parameter “an

individual’s understanding other people’s

emotions” (U=318.00; p=.004). We can explain

this advantage of the respondents trained under

conditions of a usual educational format by the

fact that regular offline communication with

lecturers, students and university administrations

contributes to becoming acquainted with other

people and, consequently, knowing themselves,

gaining experience and understanding other

people’s emotions through psychological

mechanisms of interiorization and

exteriorization. However, we should note that

there were no significant differences in the

parameter “an individual’s understanding their

own emotions” (U = 704.00; p = .192) (see Tabl.

1). Obviously, the formedness of this parameter

possesses sufficiently high assimilative capacity,

in comparison with the previous one, therefore

there were no significant changes. We can

generalize that immediate emotional

communication of future teachers affects the

formation of their emotional intelligence. Since

they will have to work with pupils, the

formedness of emotional intelligence and a

number of characteristics depending on the level

of emotional intelligence will affect a qualitative

component of organization of educational

process. A similar study shows a correlation

between an applied component and a

professional identity of future professionals

(Kovalchuk et al., 2022; Kuk et al., 2015;

Sanabrias-Moreno et al., 2023), that does not

contradict our empirical findings and

explanations.

The correlation matrix (see Tabl. 2) and pleiad

(see Fig. 1) added a number of significant

arguments concerning regularities of a

correlation between the parameters of academic

performance and emotional intelligence. A

dominant number of statistically significant

correlation between the grade point average of

academic performance by a practical component

(GPAp) and the parameters of emotional

intelligence makes it the most important and the

most dependent variable in the formation of

emotional intelligence. It is worth noting that this

component was determined by the respondents’

results of academic performance, professional

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training and pre-graduation practice. It is obvious

that immediate involvement in a future

professional process activates positive changes in

the formation of emotional intelligence of future

teachers. We should underscore that a lack of

advantage of the respondents trained under

conditions of a digital educational environment

considerably loses in the formedness of

emotional intelligence because of deficiency of

immediate emotional communication. The

empirical findings obtained in other studies (Hen,

& Sharabi-Nov, 2014; Molero Jurado et al.,

2022) partly confirm the fact established in our

research.

Comparison by all the parameters of academic

performance (see Tabl. 3–5) allowed efficiently

identifying statistically significant differences in

the parameters of emotional intelligence. The

advantage of Group F (see Tabl. 5) by all the

dimensions of emotional intelligence testifies to

the validity of our previous conclusions and the

importance of a practical component in training

for future teachers. The advantage of Group В

(see Tabl. 3) based on the parameters “self-

control and self-regulation of emotions”, “ability

to use emotions” and “a general level of

emotional intelligence” shows that the

operational parameters of emotional intelligence,

related to self-control, self-regulation and using

emotions in communication and activity, have an

impact on an innovative component in

professional training. We assume that this

comparison also reveals a key role of a practical

component, but this assumption requires

confirmation. The advantage of Group D (see

Tabl. 4) by the parameters “an individual’

understanding their own emotions”, “an

individual’s understanding other people’s

emotions” and “a general level of emotional

intelligence” emphasized a key role of cognitive

intentions in the formation of emotional

intelligence. It testifies that it is impossible to

form emotional intelligence without a solid

theoretical foundation.

The aim was achieved and the hypothesis was

confirmed. We found a number of significant

differences, underscored the importance of a

practical component in the formation of

emotional intelligence, demonstrated a different

structure of significant correlations of

theoretical, practical and innovative components

of academic performance. The obtained

empirical results do not cover the entire research

subject and require further steps towards

operationalization and implementation in

educational process. The research prospects

consist in searching for methods and techniques

for efficient formation of emotional intelligence

of future professionals under conditions of a

digital educational environment.

The given results do not exhaust the depth and

complexity of the research into emotional

intelligence in training future teachers. The

prospects of further research will consist in

creating a comprehensive training program for

the development of emotional intelligence,

testing and documentation of the research results.

Conclusions

The parameters of emotional intelligence of

future teachers trained under conditions of a

digital educational environment were studied,

and comparison of dependent and independent

variables was performed. We registered the only

statistically significant advantage of the

parameter “an individual’s understanding other

people’s emotions” (U=318.00; p=.004)

characteristic of the respondents trained under

conditions of a usual educational format. Seven

statistically significant correlations of the

parameters of academic performance with

emotional intelligence were established. A

dominant advantage of the grade point average of

academic performance by a practical component

(GPAp) with the parameters of emotional

intelligence was identified. It was substantiated

that it is the most important and the most

dependent parameter in the formation of the

respondents’ emotional intelligence. It was

explained that the respondents’ immediate

involvement in a future professional process

activates positive changes in the formation of

emotional intelligence of future teachers. It was

proved that a solid theoretical foundation of

respondents is also very important for the

formation of emotional intelligence.

The obtained empirical results possess scientific

novelty, and they are recommended for

implementation in educational process.

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