Emotional intelligence (EI) has increasingly been recognized as a key factor influencing students’ academic success and overall educational experience in higher education. This study investigates the role of emotional intelligence in enhancing university students’ academic success, with particular attention to students’ self-awareness, emotional regulation, and interpersonal skills. Adopting a mixed-methods research design, the study draws on quantitative and qualitative data collected from 250 university students selected through convenience sampling. Quantitative data were gathered using a standardized emotional intelligence questionnaire qualitative data were obtained through semi-structured open-ended responses, allowing for deeper exploration of students’ emotional experiences in academic contexts. The findings reveal that, despite strong academic aspirations, the majority of participants demonstrate relatively low levels of emotional intelligence, particularly in managing stress, regulating emotions, and responding constructively to academic challenges. These limitations appear to negatively influence students’ academic engagement, motivation, and perceived academic performance. Qualitative insights further highlight a lack of explicit emotional skills training within university curricula, suggesting that emotional development is often overlooked in favor of cognitive and technical competencies. The study offers significant implications for higher education policy and practice by emphasizing the need to integrate emotional intelligence development into teaching, learning, and student support systems. It contributes original empirical evidence to the growing body of research on EI in higher education and underscores its potential impact on academic success.

Authors:
Nourreddine Menyani, Ecole Normale Supérieure, Moulay Ismail University of Meknés, Morocco

About the Presenter(s)
Dr. Nourreddine Menyani is an associate professor Applied Linguistics and ELT at the Ecole Normale Supérieure (ENS), Moulay Ismail University of Meknés, Morocco. He earned a PhD in Applied Linguistics and English Language Teaching from the Faculty of Arts and Humanities, Ibn Tofail University in Kénitra, Morocco. He is also a member in several Research groups, namely the Research laboratory: Research in Education, Culture, Technology, Arts and Media (RECTAM) at the ENS, and ‘Language and Society,’ Ibn Tofail University. Menyani authored and co-authored several research papers. He is a board member and reviewer in different international Scopus indexed journals. Menyani’s research interests include Applied Linguistics, Teacher Education, Intercultural Communicative Competence, Information Communication Technology, Pedagogy, Foreign Language Teaching and Learning, Assessment and Artificial Intelligence.

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