Vol. 13 No. 76 (2024)
Articles

Impact of digital educational environment on the emotional intelligence of future primary school teachers: a comparative research

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  • Oleksandr Semenov,
  • Nataliya Yaremchuk,
  • Valentyna Vitiuk,
  • Iryna Kashubiak,
  • Oleksandr Lukashov,
  • Olena Soroka
Oleksandr Semenov
Lesia Ukrainka Volyn National University, Lutsk, Ukraine.
Bio
Nataliya Yaremchuk
Ivan Franko National University of Lviv, Lviv, Ukraine.
Bio
Valentyna Vitiuk
Lesia Ukrainka Volyn National University, Lutsk, Ukraine.
Bio
Iryna Kashubiak
Lesia Ukrainka Volyn National University, Lutsk, Ukraine.
Bio
Oleksandr Lukashov
Volodymyr Dahl East Ukrainian National University, Kyiv, Ukraine.
Bio
Olena Soroka
Danube Institute of National University “Odesa Maritime Academy”, Izmail, Ukraine.
Bio
DOI: https://doi.org/10.34069/AI/2024.76.04.17

Published 2024-04-30

Keywords

  • educational process, distance education format, mixed education format, digital educational technologies, professional training for teachers, university, innovatics.

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

Copyright (c) 2024 Amazonia Investiga

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This work is licensed under a Creative Commons Attribution 4.0 International License.

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) 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.

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