In the past, universities functioned similarly to information factories, effectively dispensing knowledge in a manner similar to that of a conveyor belt. Students assimilated theories, replicated them in tests, and entered the workforce believing competency would come easily. It now feels a lot like expecting someone to swim after only reading a guidebook. Higher education’s perception of what it must offer has changed as a result of the increased emphasis on emotional intelligence.
Whether emotional intelligence can be taught in college or if it is still an elusive human quality is an issue that is being explored more candidly on campuses. Research indicates that the answer is not only yes, but that colleges might be especially good places to cultivate it. Once thought to be nebulous or secondary, emotional intelligence is today recognized as a systematic collection of abilities that includes self-awareness, emotion management, empathy, flexibility, and social judgment. Intentional education significantly improves these skills’ response to training.
Emotional intelligence serves as an internal operating system for students juggling identity construction, financial strain, and academic pressure. Learning speeds up when everything goes smoothly. Even the most brilliant minds suffer when it fails. Academic or professional success is rarely determined solely by intellectual prowess, since educational psychology research consistently demonstrates that emotions influence motivation, attention, and memory.
Exceptionally strong evidence is provided by the study of Raquel Gilar-Corbí at the University of Alicante. Her study looked at whether structured programs may help undergraduates build emotional competence in a methodical way. Through coaching-supported formats, online learning, and classroom instruction, students were exposed to emotional intelligence training. The result was very evident. All areas of emotional intelligence, such as interpersonal awareness, emotional reasoning, and stress management, saw increases.
| Full Name | Raquel Gilar-Corbí |
|---|---|
| Profession | Developmental and Educational Psychologist |
| Academic Role | Professor, Department of Developmental and Educational Psychology |
| Institution | University of Alicante, Spain |
| Area of Expertise | Emotional Intelligence, Educational Psychology, Competence-Based Learning |
| Notable Work | Lead author of “Can Emotional Competence Be Taught in Higher Education?” |
| Research Focus | Emotional intelligence training programs, multimethod learning |
| Reference | https://www.frontiersin.org/articles/10.3389/fpsyg.2018.01039/full |
With the greatest results, the coaching-supported strategy was very advantageous. This result is consistent with common experience. Rarely do lectures alone help people develop their emotional intelligence. Similar to how athletes improve their skill through coaching rather than theory, they grow via guided reflection, feedback, and practical practice. Universities established environments that were both academically demanding and emotionally sensitive by fusing structured instruction with one-on-one mentorship.
This development is a reflection of a larger cultural change. Emotional intelligence is becoming just as important to employers as technical proficiency. Emotional intelligence is essential for ethical judgment, teamwork, and leadership since it affects how choices are made under duress. Research continuously demonstrates that workers with higher emotional intelligence perform noticeably better on the job, have stronger bonds with others, and are more resilient when faced with obstacles.
Business schools were the first to identify this trend. MBA programs started incorporating emotional intelligence as a fundamental ability rather than an elective curiosity in their leadership curricula. Medical schools followed, realizing that in addition to diagnostic proficiency, clinical brilliance involves emotional control and empathy. Once exclusively technical, engineering programs now incorporate instruction in teamwork and communication because they recognize that invention rarely occurs in a vacuum.
Teachers frequently relate emotional intelligence to a navigation system. Emotional intelligence sets the course, while knowledge provides the engine. Without it, burnout occurs more quickly, progress becomes unpredictable, and collisions increase. Ignoring this fact puts universities at danger of graduating students who are technically competent but emotionally unprepared.
Training in emotional intelligence frequently has a remarkably transforming effect on pupils. Many claim that by making internal feelings more manageable rather than overwhelming, learning to recognize emotions lowers anxiety. Stress turns become something to control rather than to tolerate. Instead of avoiding conflict, it becomes something to manage. Despite their seeming subtlety, these adjustments add up to very effective coping mechanisms that are not limited to campus.
The social ramifications are just as important. In order to level the playing field, universities should teach emotional intelligence. Access to informal emotional learning is uneven for students from diverse backgrounds. When carefully planned, formal education offers shared resources that lessen reliance on privilege or instinct. Because of this, teaching emotional intelligence is both useful and morally appealing.
Some critics fear that instituting emotional intelligence could lead to oversimplification. However, successful programs steer clear of strict formulas. Rather, they promote introspection, discussion, and situational judgment. Learning emotional intelligence is similar to learning a language. Grammar and vocabulary give things structure, but use is how fluency develops. This combination of theory and practice is exactly what universities provide.
The reach has been further extended by technology. Reflective exercises, peer discussion, and large-scale guided coaching are all made possible via online platforms. These resources become extremely flexible when paired with face-to-face mentoring, accommodating a variety of learning preferences. According to research, these hybrid models are not only practical but also incredibly effective, yielding results that are on par with conventional forms while also making them more accessible.
