The Role of Emotional Intelligence Education in Promoting Psychological Well-being: A Review Study

Abstract

Emotional intelligence (EI) — broadly defined as the capacity to perceive, understand, manage, and utilise emotions effectively — has attracted considerable scholarly attention over the past three decades. This review synthesises empirical and theoretical literature examining how EI education influences psychological well-being across developmental stages, from childhood through adulthood. Drawing on seminal theoretical frameworks, including Salovey and Mayer's ability model and Goleman's mixed model, as well as evidence from school-based social-emotional learning (SEL) programmes, workplace EI interventions, and clinical applications, the review demonstrates that structured EI education is consistently associated with reduced psychological distress, improved affect regulation, greater life satisfaction, and enhanced interpersonal functioning. Despite methodological heterogeneity in the extant literature, the collective evidence supports the integration of EI education into formal curricula and organisational training as a cost-effective strategy for promoting mental health at both individual and population levels. Recommendations for future research and practice are outlined. Keywords: Emotional intelligence, Psychological well-being, EI education, Mental health, Social-emotional learning, Affect regulation