The Role of Teachers’ Emotional Intelligence in Building an Inclusive and Empathetic Learning Environment

Abstract

This study examines the role of teachers’ emotional intelligence in building inclusive and empathetic learning environments. The main issue addressed is the challenge of creating classroom environments that support diverse students while maintaining positive emotional interactions between teachers and learners. The purpose of this study is to analyze how teachers’ emotional intelligence contributes to inclusive classroom practices and empathetic relationships in educational settings. This research employs a library research method by reviewing relevant literature from books, academic journals, and previous scientific studies related to teachers’ emotional intelligence, inclusive learning environments, and empathy in education. The data were analyzed using a content analysis technique to identify patterns, conceptual relationships, and key insights within the collected literature. The findings indicate that teachers’ emotional intelligence, particularly emotional awareness, emotional regulation, empathy, and social skills, significantly supports the creation of inclusive classrooms where students feel respected, supported, and encouraged to participate actively in the learning process.