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DOI: https://doi.org/10.34069/AI/2024.76.04.24
How to Cite:
Fedoryshyn, H., Lukіianchuk, A., Zelenin, V., Lunchenko, N., & Ivashchenko, A. (2024). The role of psychology in the formation
of emotional intelligence in Ukrainian education. Amazonia Investiga, 13(76), 297-307. https://doi.org/10.34069/AI/2024.76.04.24
The role of psychology in the formation of emotional intelligence in
Ukrainian education
Роль психології у формуванні емоційного інтелекту в українському освітньому контексті
Received: March 12, 2024 Accepted: April 29, 2024
Written by:
Halyna Fedoryshyn1
https://orcid.org/0000-0002-8905-0906
Alla Lukіianchuk2
https://orcid.org/0000-0002-1597-5367
Vsevolod Zelenin3
https://orcid.org/0000-0003-1267-9308
Nadiia Lunchenko4
https://orcid.org/0000-0002-4926-7115
Alyona Ivashchenko5
https://orcid.org/0000-0002-5059-739X
Abstract
Emotional intelligence is an important ability of a
person that affects his development throughout his
life. Therefore, the modern education system
should focus on the formation of specialists with a
high level of social and emotional skills. The
purpose of this study is to characterize the
importance of individual psychological methods
in the development of emotional intelligence
within the framework of modern Ukrainian
education. For this, such methods as content
analysis of literature, synthesis, generalization and
comparison were used. On the basis of a critical
approach to the selection of sources, relevant
literature was selected for the study of this
problem. The results showed that psychologists
play an important role in the formation of social-
emotional skills in the Ukrainian educational
space. In particular, with the help of individual and
group consultations, they contribute to the
1
PhD in Psychology, Associate Professor of the Department of Social Psychology, Vasyl Stefanyk Preсarpathian National University,
Ukraine. WoS Researcher ID: KMA-3559-2024
2
Candidate of Psychological Sciences, Associate Professor, Researcher, Institute of Green Economics, Ukraine. WoS Researcher
ID: AAH-7817-2019
3
PhD in Psychology, Associate Professor, Professor of the Department of Psychology, Faculty of Psychology, Mykhailo Dragomanov
State University of Ukraine, Ukraine. WoS Researcher ID: KEI-4293-2024
4
PhD in Psychology, Head of the Laboratory of Applied Psychology of Education, Ukrainian Scientific and Methodological Center
of Applied Psychology and Social Work, Ukraine. WoS Researcher ID: T-9743-2017
5
PhD in Psychology, Associate Professor, Department of Practical Psychology, Faculty of Arts, Management, Pedagogy and
Psychology, Hryhorii Skovoroda University in Pereiaslav, Ukraine. WoS Researcher ID: KIH-1156-2024
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formation of emotion management skills in
modern students of education. The conclusions
emphasize the importance of the role of
psychology and its methods in the formation of the
emotional intelligence of modern education
seekers. In particular, it has been determined that
such psychological methods as the training of
sensations, self-regulation, techniques for the
development of empathy, behavioral-cognitive
therapy contribute to the formation of stable
emotional intelligence.
Keywords: psychological support, development
of emotional intelligence, pedagogical methods,
emotional literacy, Ukrainian education.
Introduction
An emotional state is a variable mental
phenomenon that can range from positive to
negative. A person is often unable to understand
the reasons for such changes. Physical condition,
moral feeling, changes in the external
environment, the impact of conflicts, and rest can
subjectively affect a person's state. Thus,
emotions are always subjective, but they do
affect a person's behaviour. For this reason, it is
important to determine the importance of certain
psychological methods of forming emotional
skills in the Ukrainian education system.
At the same time, modern works have
determined that emotions significantly affect a
person's life, occupy them, influence their life
and interpersonal relationships, and therefore are
especially valuable for the cognitive and
professional activities of any person. In this
context, emotional intelligence (EI) plays a
central role (Kotyk & Shkleda, 2023; Kao &
Chen, 2016).
The capacity to identify, control, and make
efficient use of emotions is known as emotional
intelligence. High stress or anxiety levels in
students might make it difficult for them to focus
and remember material. For instance, a student
experiencing test anxiety may find it difficult to
concentrate during study sessions, which could
result in subpar performance on the test.
Taking into account the current trends in the
formation and development of the psychology of
emotional intelligence, current scholars have
focused on the problem of substantiating its
axiological potential, which is carried out in the
value and goal space of a person's life (Chebykin,
2023).
At the same time, modern studies have
substantiated certain methodological
prerequisites for the conceptualisation of
emotional intelligence from the standpoint of
neuropsychology and the newest area of
psychological practice - positive psychotherapy
(Fedorchenko et al., 2022; Gren & Kirsanov,
2023). These aspects demonstrate that this
problem remains relevant and important for
further research. For this reason, the purpose of
the study is to analyse the role of psychology in
the development of emotional intelligence in the
Ukrainian educational environment. Hence, in
order to research this problem key objectives of
this analysis include:
1. Theoretical study of the phenomenon of
emotional intelligence on the example of
individual psychological Works.
2. Characteristics of approaches to the
formation of socio-emotional intelligence in
the Ukrainian education system.
3. Determining the role of psychology and
individual psychological methods in the
system of emotional skills development.
Literature Review
Modern scholars have developed various
methodological approaches to the study of the
phenomenon of emotional intelligence.
Arias-Pastor, Van Vaerenbergh,
Fernández-Solana & González-Bernal (2023)
determined that EI is a necessary part of the
training of modern teachers, the development of
this quality builds resilience to changes in the
learning environment. Ishii, Komatsu, Endo,
Muto & Tonegawa (2017) investigated the main
components of EI, described the main
dimensions and how to define it. Mayer, Caruso,
Fedoryshyn, H., Lukіianchuk, A., Zelenin, V., Lunchenko, N., Ivashchenko, A. / Volume 13 - Issue 76: 297-307 / April, 2024
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Sitarenios & Escobar (2024) also described the
problem of defining emotional intelligence. Koh
& O'Higgins (2018) demonstrated that EI has a
significant impact on leadership development.
Moreover, Mikulic (2015) did emotional
intelligence assessments in the educational, legal
and health contexts. Moreover, Menéndez
Álvarez hevia (2018) investigate the critical
approach to emotional intelligence as a dominant
discourse in the system of modern education.
According to Gren & Kirsanov (2023), when
training future social workers, the main focus
should be on the formation of a high level of
emotional intelligence. The authors explain that
a future social worker must adhere to the norms
of business civilized ethics, a socially responsible
citizen through the humanization of education
and, as a result, it is possible to increase the moral
and emotional level during his/her formation.
Therefore, it is especially important to develop
resilience to change in emotional terms (Gren &
Kirsanov, 2023). At the same time, according to
other studies, emotional intelligence is important
in the formation of doctors, as they must both
understand the patient's emotions and remain
tolerant towards them (Fedorchenko et al., 2022).
In current research, important attention is paid to
the theoretical explanation of the phenomenon of
emotional intelligence, especially through the
prism of educational and psychological studies.
In particular, in the concepts of Chiorcea &
Cioranu (2021), emotional intelligence is
presented as a set of abilities that allow you to
understand your own and other people's
emotions, and therefore skilfully manage them.
At the same time, according to other scholars,
emotional intelligence is a stable mental quality,
part of mental abilities. Some authors also see it
as a substructure of social intelligence. As a
mental ability, emotional intelligence is part of a
broader group of personality traits (Kao & Chen,
2016). For this reason, it can be concluded that
there is currently no single generally accepted
term ‘emotional intelligence’. However, based
on the literature analysis, we can characterise
important approaches to its research and
understanding. In particular, we can distinguish
three separate approaches to the interpretation of
this concept.
Table 1.
General approaches the interpretation of EI
Approach 1
Cognitive skills and emotion-related abilities
Approach 2
A collection of cognitive abilities and personality and behavioural
characteristics
Approach 3
Non-cognitive ways of cognition and exploration of the surrounding
reality
Summary approach
Integration of emotional intelligence with social and relational dynamic.
Source: Author’s development
The majority of authors support the first
approach, so the authors of this article are also
based on the first approach to explaining EI
(cognitive ability related to emotions). In
general, modern scholars have focused on
analysing the role and peculiarities of emotional
intelligence for primary or secondary school
students. Babıak, Sytnık, Zharovska,
Kondratyeva, Smokova & Varnava (2023)
identified the main components of the formation
and development of emotional intelligence for
school students. At the same time, Chebykin
(2023) presented an empirical study of the
emotional development of modern students.
According to Kotyk & Shkleda (2023), the
development of emotional intelligence is
important in view of modern challenges, and
both teachers and parents should pay attention to
it from an early age.
Thus, modern scientists have proven that
emotional intelligence plays an vital role in the
development of personality. However, some
studies have focused on specific practical
dimensions of emotional intelligence advance in
the process of becoming a doctor, teacher,
manager or social worker. However, few have
addressed this issue comprehensively. Therefore,
the authors of this study will try to take a
comprehensive approach to this work and
systematise the previous results of scientists,
which will determine the novelty of this study. In
addition, based on the literature review, there are
not many studies that have explored the role of
psychology in the formation of EI. Although
many of them have formed the theoretical and
methodological basis of the study, not much
attention has been paid to this problem.
Therefore, this study will comprehensively
approach the problem of determining the role of
psychology in the formation of emotional
intelligence in Ukrainian educational
institutions.
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Methodology
The study of the role of psychology in the
formation of emotional intelligence in
educational institutions of Ukraine will be based
on a qualitative research approach. Accordingly,
the study was implemented in a phased and
structured manner.
Data collection
At this first stage, data were collected in modern
scientific and metric databases (Google Scholar,
Ebsco, Scopus). Key words were entered into
these databases, including “emotional
intelligence”, “education”, “psychology”, and
“Ukraine”. Since a small number of papers were
found due to geographical restrictions, it was
decided to consider other papers without a
geographical component. Therefore, the term
“Ukraine” was removed from the search
databases. A total of 211 materials were selected.
Tools and procedure
After data collection, a preliminary literature
review was conducted. The main data of each
paper were entered into an Excel spreadsheet:
year of publication, abstract, keywords, and
conclusions. Based on this, those papers older
than 2016 were excluded. However, this criterion
did not apply to fundamental and
methodologically important works. Also
excluded were those studies that did not relate to
the educational system. Thus, 81 items were
selected.
After this stage, the following inclusion criteria
were formed:
1. The study deals with the theoretical
foundations of emotional intelligence.
2. The importance of emotional intelligence in
Ukrainian (or global) education is described.
3. The paper describes the source base of the
study.
4. The methodology is clearly defined.
Following these criteria, 33 items of the most
relevant literature to this study were selected.
Data analysis
The method of content analysis of the selected
materials was used in the study. Using the Exel
software, indicators such as the main results,
opinions, were entered into tables. After that, the
main components of emotional intelligence were
identified. Thus, on the basis of content analysis,
the main trends in the development of emotional
intelligence were outlined, and its main
components were identified. The synthesis
allowed us to combine the data and outline the
importance of psychological instruments. The
comparative method was important in comparing
the results obtained with the views presented in
other contemporary selected works.
Several steps were taken to guarantee the quality
and dependability of the content analysis in this
investigation. Take the triangulation approach,
for example. This required cross-checking and
validating results utilizing a variety of data
sources and researchers. The authors made sure
that conclusions are solid and independent of a
particular approach by comparing data from
many sources or approaches. Additionally, the
content analysis procedure was pilot tested by the
article's writers, which helped to find problems
with the coding scheme and guarantee that it
appropriately captured the phenomenon of
interest.
A number of biases could affect the study, such
as selection bias, which would cause the sample
to not be representative of the general population.
Additionally, the study's conclusions might not
be generalizable beyond the specific context in
which the research was conducted.
Results
The tradition of studying emotional intelligence
as an important type of intelligence begins with
the study of intelligence as a general mental
ability aimed at successful adaptation of a person
to the process of solving complex problems and
new life tasks. In the field of psychology,
intelligence has been studied within the
framework of genetic, phenomenological,
regulatory and structural-functional approaches.
The latter formed the basis of a characteristic
conceptualisation of its system, functions, and
later types. The fundamental ideas of the
phenomenon of EI were formed in the concept of
Mayer, Di Paolo & Salovey (1990). These
authors believed that emotional intelligence is
the awareness and understanding of both
personal and other people's emotions. At the
same time, they explained that this phenomenon
is a person's ability to perceive emotions in
ambiguous cases and situations. Thus, they
proposed a four-component system for
developing emotional intelligence (see Figure 1).
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Figure 1. Four components of emotional intelligence.
Source: Mayer, Di Paolo & Salovey (1990)
Given the current trends in education, the
Ukrainian education system now recognizes the
importance of developing emotional intelligence
for students of different specialties and profiles.
Modern approaches to Ukrainian education
involve a transition from the traditional form of
knowledge acquisition, where the teacher plays
an important function and role, to classes where
all participants in the learning process play an
equally important role (Kuzheliev et al., 2023).
This is especially true in integrated forms of
learning, where pair or group work, discussions,
brainstorming, and role-playing games come to
the fore.
Such interactive activities contribute to the
development of communication skills, conflict
competence (easy and quick resolution of
conflict situations), humanitarian thinking,
which are necessary for the adaptation of the
student to the challenges of modernity and in
solving certain social problems (Mikulic, 2015).
It has been proven that students with a high level
of communication skills find a quick solution to
a problem and cope with any complex tasks
much faster than those with a low level of
communication competence (Malik, 2021). Also,
such students have fewer difficulties in adapting
to new learning environments.
At the same time, students with low
communication skills get lost in a situation of
communication in seminars or practical classes,
may not be able to cope with their emotions, and
have difficulty concentrating. This, in turn,
significantly slows down the process of acquiring
new knowledge and skills. On the contrary, those
students who are able to manage their emotional
state are more likely to start communicating on
various educational topics and engage in various
educational discussions. Modern scientists prove
that the ability to control oneself allows you to
make your speech coherent, emotionally
attractive, clear, logical, and helps to avoid
communication errors and unnecessary gestures.
As mentioned above, having emotional
intelligence also implies the ability to manage the
emotions of other people; students with high
emotional intelligence attract the attention of
others and study with confidence. Thus, they
contribute to the audience listening to them with
attention and interest (Menéndez Álvarez Hevia,
2018).
Therefore, modern Ukrainian educational
institutions are introducing various interactive
classes (in the form of conversations,
discussions), in which not only academic
material is important, but also social and
emotional learning. In particular, the disciplines
of mediation, communication, ethics, and the
development of cooperation and collaboration
are important in the Ukrainian education system
(Skrypnyk et al., 2020). These disciplines may
have different names and focus on different
areas, but their goal is the same: to develop
students' social and emotional skills. An
important area of improvement in Ukrainian
education is training for teachers. Such activities
include the development of specific areas and
teaching methods that influence the development
of emotional intelligence. Table 2 summarises
the main approaches to developing emotional
intelligence in Ukrainian education.
EI
Understanding
your own and
other people's
emotions
Assessment of
emotions
Ability to express
emotions
Using and
managing
emotions
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Table 2.
Key approaches to developing emotional and social skills in Ukrainian education
Approach
Description
Integrated classes
Cover not only the development of academic knowledge, but also social and
emotional skills of students.
The use of innovative methods
The use of brainstorming, conversations, discussions and other modern
methods helps students to express their thoughts, develop communication
skills and, consequently, emotional intelligence.
Special classes
Special group classes, in particular in the form of art therapy, music therapy
and other methods related to mediation, emotional competence, contribute to
the formation of a high level of socio-emotional skills.
Trainings for teachers
To introduce modern teachers to the latest methods and techniques those
promote the development of emotional intelligence.
Consultations with psychologists
Contemporary institutions provide opportunities for students to consult and
communicate with psychologists who can provide support and advice on the
development of emotional skills.
Source: Author’s development
Thus, as can be seen from Table 2, in addition to
special educational methods and approaches,
working with a psychologist plays an important
role in the development of emotional
intelligence. Modern psychologists have a set of
knowledge and skills necessary to support and
develop emotional and social abilities. They can
also participate in the creation of curricula that
will promote these abilities. In addition,
psychologists can organise trainings for teachers
and students in Ukrainian educational institutions
to introduce the phenomenon of emotional
intelligence. Table 3 outlines the main areas of
work of psychologists in Ukrainian educational
institutions on the development of socio-
emotional skills.
Table 3.
The role of psychologists in the development of emotional intelligence in Ukrainian education
Role
Description
Participation in the development of
programmes
Participation in the development of educational programmes,
including components that promote the development of
emotional intelligence.
Organisation of trainings for teachers
Psychologists conduct trainings that help to introduce the
phenomenon of emotional intelligence, as well as its formation
and development.
Individual and group counselling
Individual and group counselling for students to help them
develop their communication, social and emotional skills.
Monitoring
Psychologists evaluate the results of social and emotional skills
development programmes. They study the impact of individual
techniques on the emotional state of students.
Ongoing psychological support
In Ukrainian educational institutions, psychologists provide
ongoing, stable psychological support to students with social or
emotional problems.
Source: Author’s development
Consequently, the role of psychologists in the
development of socio-emotional skills is
multifaceted; they can both contribute to the
development of curricula, monitor results, and
provide individual or group psychological
counselling.
Besides, there are many psychological methods
that contribute to the development of socio-
emotional skills. These methods can be used both
by psychologists and teachers in the classroom
(see Figure 2).
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Figure 2. Psychological methods that contribute to the development of socio-emotional skills
Source: Author’s development
In particular, methods of training the senses are
important. For example, the ‘rose-coloured
glasses’ exercise, where students need to name
only the good qualities of other applicants. Such
exercises contribute to the development of both
their own emotions and understanding of the
emotional state of other students. At the same
time, self-regulation techniques are important.
They can include breathing exercises,
visualisation, meditation, which help to reduce
stress and therefore control emotions (Hasiuk et
al., 2022).
It has also been proven that self-regulation
techniques help to increase students'
concentration and form a stable emotional state.
There are also separate methods for developing
empathy. Such methods include various role-
playing games, discussions, and discussions of
emotionally difficult cases. Thus, the
development of empathy is aimed at developing
the ability to correlate one's emotions and
understand the emotional state of others.
Another important area is the development of
social skills (Pozo-Rico et al., 2023; Vostrotin &
Litovchenko, 2023). With the help of modern
methods of active learning, active listening, and
conflict resolution methods, important skills are
formed that contribute to the growth of a stable
emotional component. Another important
method is therapy through various types of art (in
particular, music, art, and theatre therapy). As a
result of the creative process, students learn to
express and manage their emotional state. At the
same time, cognitive behavioural therapy is also
important, based on the fact that human thoughts
influence behaviour and emotions. Therefore,
using certain methods, students learn to think
positively and be confident in their statements
and actions (Mercader-Rubio et al., 2023). In this
system, relaxation techniques are important,
including the use of calming methods, such as
deep breathing, muscle therapies. They help to
reduce stress, anxiety and understanding of the
body.
Discussion
Сomparison of the obtained results with the
works of other scientists
This study has demonstrated that in the modern
Ukrainian education system, the expansion of
soft skills, in particular socio-emotional skills,
plays an important role. Such traits as empathy,
stress resistance, creativity, communication,
cooperation, and curiosity are defined in the
modern scientific literature as soft skills (or
socio-emotional skills). Contemporary scholars,
such as Vijayalatha (2019) and Yasien (2016),
interpret them as abilities for effective adult life,
as they are important in many areas. In particular,
in the context of education, these are academic
performance and learning outcomes, and in adult
life, the performance of various complex and
emotionally challenging tasks.
Exercises that promote the development of both own emotions
and understanding of the emotional state of other participants
Feeling and emotion perception training
Breathing exercises, visualisation, meditation, which help to
reduce stress and therefore control your emotions
Self-regulation methods
Various role-playing games, debates, discussions of
emotionally difficult cases
Empathy training
Using specific methods, students learn to think positively and
be confident in their statements and actions
Cognitive behavioral therapy
Methods of active learning, active listening, methods of
conflict resolution
Social skills building
Music, art, and theatre therapy
Arts-based therapy
Calming techniques, including deep breathing, muscle
relaxation
Methods for relaxation
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Thus, it has been proven that modern emotional
skills enhance resilience, improve mental health,
and promote social cohesion and cooperation.
They are especially important in the training of
specialists such as teachers, doctors, social
workers, military personnel, etc. This is reflected
in contemporary works. In particular, Arias-
Pastor, Van Vaerenbergh, Fernández-Solana &
González-Bernal (2023) found that emotional
intelligence is an important skill for modern
teachers, as those who have it are more adaptive
and stress-resistant. At the same time, Gren &
Kirsanov (2023) believe that when training
future social workers, the focus should be on
rising a high level of emotional intelligence, as
the future specialist must adhere to the norms of
business ethics, be a socially responsible citizen
and have a high level of stress resistance.
At the same time, other scientists emphasise that
emotional intelligence is important in the training
of doctors, as they must control both their own
emotions and those of patients. At the same time,
they must remain stress-resistant in any situation
(Fedorchenko et al., 2022). At the same time, this
work has demonstrated that the advance of EI is
important in the training of any specialist, as
people use emotional skills every day. The
modern globalised world is transforming rapidly,
and a large number of people will need not only
to change their retraining and profession, but also
to build up new skills that can become an integral
part of a person's qualification (Filipova et al.,
2021; Kubiv et al., 2020; Shpykuljak & Mazur,
2014). This aspect is also emphasised by other
scholars.
Thus, this article emphasises the important role
of psychology in the progress of socio-emotional
skills in modern Ukrainian education. It is proved
that modern programmes contribute to the
development of emotional intelligence in
students, and thus develop their communicative
and emotional competence. Modern scholars also
recognise the importance of certain
psychological methods in maintaining emotional
stability (Babıak et al., 2023). Certain
psychological methods, such as emotional
development, communication, and socialisation
training, help to manage one's emotional state.
At the same time, they enable students to use and
manage their emotions more effectively both in
their studies and in personal situations. However,
some studies also emphasise the importance of
other disciplines in the system of developing
socio-emotional skills. In particular, artistic
techniques play an important role in this process.
The study by Dobrovolska, Moroz, Shpak,
Tsekhmister & Vovchenko (2021) used
discriminant analysis to determine which
indicators are important for the level of
emotional intelligence development. According
to the authors, the most important factors that
form emotional learners are broad humanistic,
prosocial, altruistic motives, interpersonal
communication, and so on. In addition, the home
environment, educational environments, cultural
backgrounds, and socioeconomic status are only
a few of the contextual elements that have a
substantial impact on the development of
emotional intelligence. These elements influence
how people view, understand, and deal with their
own and other people's emotions.
At the same time, prosocial motivation is
multidimensional, and its presence emphasises
the tendency to help others. Caring for others also
implies understanding the needs of others, which
also requires a high level of emotional skills.
Therefore, the development of emotional
intelligence is multifaceted, but psychological
methods help to make its formation more
effective and stable. Modern scholars also
emphasise that the use of modern interactive
teaching methods contributes to the development
of social skills and makes learning more effective
(Bobro, 2024). The researchers determined that
the use of modern digital technologies
contributes to more effective learning. This is
also demonstrated in other works, in particular,
Sanakuiev (2022) describes the role of artificial
intelligence in the modern education system. The
importance of using modern digital technologies,
including augmented reality, is also emphasised
by other reputable scholars (Tsekhmister et al.,
2021; Tsekhmister et al., 2022a; Tsekhmister et
al., 2022b). In general, modern works emphasise
the importance of using artificial intelligence in
the system of training modern specialists.
Limitations and prospects for future research
A number of biases could affect the study, such
as selection bias, which would cause the sample
to not be representative of the general population.
Additionally, the study's conclusions might not
be generalizable beyond the specific context in
which the research was conducted.
However, as can be seen from the discussion, the
main limitations of this study lie in its narrow
perspective. Therefore, future research should
focus on an interdisciplinary approach and
characterise the role of different disciplines in the
formation of emotional intelligence. At the same
time, an important further direction is to
highlight the effectiveness of individual
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programmes in developing students' emotional
skills through a special empirical study. These
aspects will require a broad discussion of the
results, and this paper only opens up many issues
that will require further coverage.
Conclusions
Hence, the Ukrainian education system focuses
not only on the development of hard skills, but
also on the development of certain soft skills (i.e.
socio-emotional skills). In this system, an
important role is played by the formation of
emotional intelligence, which is developed
within Ukrainian education with the help of
special psychological methods and approaches.
The study found that methods of training
feelings, self-regulation, empathy development
techniques, and behavioral cognitive therapy
contribute to the formation of stable emotional
intelligence. Pedagogical methods that facilitate
the implementation of these psychological
approaches include conversations (both group
and individual), brainstorming, discussions,
visualisations, discussions of emotionally
difficult situations, debates, etc. Another
important area is the development of social skills.
With the help of modern methods of active
learning, active listening, and conflict resolution,
important skills are formed that contribute to the
development of a stable emotional component.
However, as the debate makes clear, this study's
primary flaws stem from its limited scope. Future
studies should thus adopt an interdisciplinary
perspective and characterize the distinct roles
that other disciplines play in the development of
emotional intelligence. Simultaneously, a
significant avenue for future research is to
demonstrate, via a unique empirical
investigation, how successful individual
programs are in helping students enhance their
emotional intelligence. These features
necessitate a thorough analysis of the findings,
and this work merely touches on a large number
of the issues that will need more attention.
However, this study has also shown that an
important area for further study, and therefore for
wider discussion, is the study of the role of other
disciplines in the system of emotional
intelligence formation in the modern Ukrainian
education.
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