The Guidelines for Promoting Emotional Intelligence among Primary School Students : A Qualitative Multiple-Case Study

Abstract

This research aimed to study models of activities for promoting emotional intelligence among primary school students and to propose guidelines for promoting emotional intelligence among primary school students. This study employed a qualitative multiple-case study design. The cases consisted of schools with good practices and successful implementation of curricula and activities for promoting emotional intelligence. Data were collected through document analysis, non-participant observation, interviews, and focus group discussions. The findings revealed that: 1) the model of activities for promoting emotional intelligence was based on the integration of key components, including teachers who supported students in both learning and psychological aspects; the provision of collaborative learning opportunities; the organization of learning content and activities aimed at cultivating knowledge, skills, and attitudes both inside and outside the classroom; the use of various types of media; and assessment through behavioral observation; and 2) the guidelines for promoting emotional intelligence in schools should be implemented systematically and holistically. The process should begin at the administrative level through policy formulation and school curriculum design, followed by implementation through learning activities in academic subjects, student development activities, and the provision of an appropriate environment. It should also include collaboration with parents and continuous monitoring of outcomes. The findings can be used as guidelines for primary schools in other contexts to apply in planning and promoting students’ emotional intelligence appropriately and concretely.