The effects of emotional intelligence training programs on educators: a systematic review.

Abstract

This article examines the evolution of emotional intelligence (EI) in teacher training using a systematic assessment of 67 publications published from 2013 to 2024 in the Scopus and Web of Science databases. The primary purpose is to identify ways and programs designed to enhance the emotional competences of educators. The evaluation, adhering to PRISMA principles, includes a bibliometric analysis that facilitates the assessment of scientific trends, geographical distribution of output, and strategic subjects within the discipline. The findings indicate that the most efficacious programs integrate Social-Emotional Learning (SEL), mindfulness techniques, emotional journaling, and virtual simulations, fostering competencies such as emotional self-regulation, empathy, and stress management. While short-term and adaptable programs demonstrate immediate advantages, additional research is required about their long-term viability. The virtualization of training in emotional intelligence and the utilization of reflecting technologies are prominent rising themes. The United States and Spain comprise the majority of the research, but Latin America exhibits minimal involvement, underscoring the necessity for contextualized approaches. Similarly, scientific collaboration networks and approved instruments for the assessment of emotional intelligence, such as EQ-i, MSCEIT, and TMMS, are recognized. The study underscores the significance of accompanying tactics and learning communities to guarantee the continuity and efficacy of the programs. In conclusion, a comprehensive, integrated, technologically facilitated, and context-aware strategy is recommended to improve educational quality. This evaluation provides an organized perspective on effective models and existing deficiencies, directing future research and program development.