PEDAGOGICAL CONDITIONS FOR IMPROVING ACADEMIC ACHIEVEMENT THROUGH THE DEVELOPMENT OF EMOTIONAL INTELLIGENCE

Abstract

This article presents a design-based and mixed-method research model for studying the pedagogical conditions under which the development of students emotional intelligence can contribute to improved academic achievement. The study is built around a digital Research Design Package platform that integrates emotional recognition, self-regulation, empathy, communication culture, motivation and achievement reflection into a structured learning environment. The platform includes a learner space, teacher panel, practical tasks, criteria-based assessment, simulation experiences and an analytical dashboard. The article synthesizes international evidence from social and emotional learning, emotional intelligence research, OECD social and emotional skills frameworks, UNESCO guidance and meta-analytical findings on the association between emotional intelligence and academic performance. The proposed model defines the pedagogical conditions as: a psychologically safe learning environment, explicit instruction in emotional vocabulary and self-regulation strategies, reflective tasks connected to learning goals, teacher observation based on transparent criteria, digital feedback, and an evidence-based cycle of diagnosis, intervention, monitoring and evaluation. Practical platform screenshots and classroom implementation photographs are used as visual evidence of the developed model and its testing context. The article offers a publication-ready framework for future empirical validation in school settings.