SPIRITUAL-EMOTIONAL INTELLIGENCE AS A SUBJECT OF PEDAGOGICAL RESEARCH: THEORETICAL FOUNDATIONS AND EDUCATIONAL POTENTIAL

Abstract

Modern education increasingly prioritizes not only cognitive development but also the formation of learners’ emotional, moral, and value-oriented capacities (UNESCO, 2021). In this context, the concepts of emotional intelligence and spiritual intelligence have become significant interdisciplinary constructs in psychology and pedagogy (Mayer et al., 2000; Goleman, 1995; Zohar & Marshall, 2000). However, these categories are often studied separately, which limits the development of holistic educational models aimed at the integrated formation of personality. This article conceptualizes spiritual-emotional intelligence (SEI) as an integrative pedagogical construct that combines emotional responsiveness, value-based reflection, moral reasoning, and personal meaning-making. The study aims to analyze the theoretical foundations of emotional and spiritual intelligence, identify their pedagogical interrelation, and substantiate the relevance of spiritual-emotional intelligence within literary education (Navruzova, 2021). Using theoretical analysis, comparative synthesis, and pedagogical interpretation of psychological concepts, the article demonstrates that literary education provides unique opportunities for developing students’ capacity for emotionally meaningful engagement with literary texts, moral reflection, and spiritual comprehension (Vygotsky, 1978; Rosenblatt, 1978). The findings indicate that SEI can be considered a significant educational outcome that supports students’ moral development, empathy, and reflective competence. The study concludes that integrating emotional and spiritual dimensions into pedagogical methodology offers a promising framework for contemporary educational practice.