Inclusive education and student well-being: emotional intelligence management in university students

Abstract

Objective: To evaluate the impact of emotional intelligence on student well-being within the context of inclusive education in university students. Methods: Quantitative, descriptive, cross-sectional study. The sample consisted of 219 students from the Universidad Regional Autónoma de los Andes (UNIANDES). A survey instrument with 20 closed-ended questions and dichotomous response options (A lot/A little) was applied. Results: The results show that a high percentage of students recognize the importance of artificial intelligence as a tool to personalize learning (77%), promote educational inclusion (74%), and achieve learning quality (79%). Likewise, it was identified that immediate feedback (83%) and the adaptation of teaching strategies are positively valued aspects. Conclusions: Emotional intelligence and inclusive education require integrated approaches that consider student diversity. The implementation of strategies based on emerging technologies, combined with the development of socio-emotional competencies, favors the creation of positive classroom climates and promotes equity in the training process.