Students’ Communicative Inclinations as an Element of Assessment of their Emotional Intelligence in Terms of Education for Sustainable Development

Abstract

Education for sustainable development encompasses environmental, economic, and social issues, emphasizing security and value formation. Emotional intelligence (EI) garners attention across scientific disciplines, exploring its developmental specifics, professional implications, and impact on success and personality. Applied research probes EI's connections to life domains like work, leadership, and happiness, vital during adolescence for emotional and communicative growth. This article reports theoretical and empirical findings on students' emotional intelligence across communication skill levels. Methodologically, sustainable education employs dialogics, active learning, and transversal competency building. Theoretical analysis and synthesis complement empirical psychodiagnostic testing using N. Hall's "Questionnaire of Emotional Intelligence," "KOI-2" (by V. Fedoroshin), and statistical analyses. Empirical data reveal most students with low to moderate emotional intelligence, correlating with communication skills. Higher EI correlates with better sociability, positivity, and resilience to negativity. Given low EI and communication skill levels in some students, interventions to enhance emotional awareness are recommended.