Promoting Emotional Intelligence in Children in the Classroom: An Analysis of the Scientific Literature

Abstract

Classroom dynamics, academic achievement, and student growth are all significantly impacted by emotional intelligence (EI). The analysis presented uses Scopus data from 2012 to 2024 to examine the development, major contributions, and thematic focus of Emotional Intelligence (EI) research in education. The results show a 67% rise in publications between 2020 and 2024, indicating a rise in scholarly interest in the function of emotional intelligence in education. With 58.3% of all publications, the United States, Spain, and the United Kingdom are the top three countries. Harvard University, the University of Barcelona, and the University of Cambridge have made significant numbers. Contributing to 24% of all articles, Frontiers in Psychology, Educational Psychology Review, and the International Journal of Emotional Intelligence are the most prestigious journals in this discipline. The study identifies four key research areas: social-emotional learning (SEL) programs (23%), EI and academic performance (18%), teacher training in EI (15%), and behavioral regulation strategies (12%). The results highlight the multidisciplinary nature of EI research, integrating insights from psychology, education, and neuroscience. While research is expanding, gaps remain in long-term SEL impact, cross-cultural perspectives, and global applications of EI programs. This study provides a comprehensive understanding of EI research trends, offering valuable insights for educators, policymakers, and researchers working to enhance evidence-based social-emotional learning in schools.