The Development of the Emotional Intelligence in the Education System of India and its Impact on the Higher Education

Abstract

Emotional Intelligence (EQ) is the capacity for identifying, evaluating, controlling, and effectively expressing emotions. A person with a high EQ is better at communicating, managing anxiety and stress, resolving conflicts, improving relationships, empathizing with others, and overcoming life's obstacles. Emotional intelligence has an effect on life quality since it has an effect on human behavior and relationships (McPheat, S. 2010).

Developing a high EQ can assist determine our success; it can also influence our choices by opening us possibilities we would not have explored before. The way your child controls his or her emotions has an effect on everything from his or her connections with peers to academic success.

Students who have a greater level of emotional intelligence are better able to control their emotions and are more empathetic toward others. This can assist them in developing more self-motivation and more effective communication skills—both of which are necessary for kids to develop into more confident learners. On the other hand, students who lack emotional intelligence may develop a lack of connection to school, which can have a detrimental effect on academic success. The purpose of this paper is to examine college students' perspectives on emotional intelligence in higher education. Globally, numerous changes in the educational system have created new demands for teachers. Nowadays, instructors serve as a mentor as well as an authority figure in the classroom. Thus, emotions are crucial to the teaching and learning processes. The article accentuates Emotional intelligence being neither a polar opposite of intelligence nor the conflict between the mind and the heart; rather, deems it to be a singular junction of the two. This research articulates the key role of emotional intelligence in the academic process from the student's or learner’s perspective (Stys, Y. & Brown, 2004).