ASSESSING EMOTIONAL INTELLIGENCE IN HIGHER EDUCATION: POLICY RECOMMENDATIONS FOR KAZAKHSTAN’S EDUCATION SYSTEM

Abstract

Emotional intelligence (EI) shapes students’ academic success and life satisfaction, influencing broader educational outcomes. This study assesses EI and life attitudes among students in Kazakhstan and explores the relationship between these variables, providing policy recommendations for integrating emotional skills development into higher education. Using the Big-Five, the Bar-On Emotional Quotient Inventory, and the Lüscher color test, data were collected from 2019 to 2023. In the first stage (2019–2021), a pilot study was conducted with 504 participants, followed by the main study (2021–2023)which involved 4,027 participants. The results indicate that EI significantly correlates with life satisfaction, stress management, and leadership behavior, while age and gender show varying impacts. No direct correlation was found between year of study and EI. These findings suggest that policymakers should consider incorporating EI development into educational programs across all levels of higher education in Kazakhstan to enhance students’ academic and personal outcomes. Future research could explore the role of targeted educational interventions in improving long-term student success and professional development, with potential applications in other contexts.