This article is the result of a doctoral thesis conducted at the official educational institutions John F. Kennedy and Elvia Vizcaíno de Todaro in Aracataca (Magdalena), Colombia. Its objective was to analyze the impact of emotional intelligence on the learning processes of primary school students. An interpretative paradigm with a qualitative approach was employed, using the phenomenological method to interpret the experiences of 20 teachers regarding the phenomenon, who were key informants. The technique used was a structured interview with an open-ended question guide. The information was analyzed through coding, categorization, and triangulation processes. The results demonstrated that emotional intelligence significantly influenced students' learning processes, affecting their attention, motivation, and ability to manage stress. Additionally, it was observed that teachers considered the development of emotional intelligence to be fundamental in the educational sphere. These findings suggested the importance of implementing emotional education programs in educational institutions to improve academic performance and students' well-being. It was concluded that its influence was reflected in attention, motivation, stress management, and perception of the school climate.

Keywords: Emotional intelligence; learning processes; academic performance.

According to UNICEF's analysis (2021), one in seven young people aged 10 to 19 worldwide suffers from a mental disorder. The suicide rates are also alarming, with 46,000 adolescents taking their own lives annually, making emotional health problems a potential cause of death at this stage of life. The report reveals a significant gap between the need for mental health care and its funding, indicating that only about 2% of public health budgets worldwide are allocated to mental health.

Furthermore, the report highlights that the consequences of the pandemic are vast and represent just the tip of the iceberg, as many children already suffered from mental health problems before COVID-19. Public investment in mental health issues is too low to meet these basic needs, which could result in insufficient care and future problems. The pandemic has had a significant impact, with an average of one in five adolescents aged 15 to 19 feeling depressed and uninterested in any activity. The lockdown affected at least one in seven children worldwide, and the education of over 1.6 billion children was disrupted to some extent. Changes in daily life, education, and leisure time, along with family concerns about income and health, have caused many adolescents to feel scared, angry, and worried about their future.

However, beyond the pandemic's aftermath, students today suffer emotional impacts from academic and social pressures that generate stress and anxiety. Additionally, the unbalanced exposure to social media and other technological resources leads to negative comparisons and self-esteem issues. Moreover, the lack of time for recreational and leisure activities due to school and extracurricular demands can cause frustration and burnout (Gambini et al., 2024).

Acosta and Blanco (2022) state that the pressure to make decisions about academic and professional futures can also cause anxiety and worry. The lack of emotional support and the absence of stress-coping skills can exacerbate these problems. In this sense, Acosta & Villalba (2022) consider that the emotional impact on students could have significant consequences for both academic performance and social skills. This could negatively affect concentration and academic performance, as evidenced by difficulties in completing school tasks, participating in classes, and taking exams.

According to Gardner (2016), emotional problems can influence peer relationships, causing irritability, social isolation, or communication difficulties. This generally leads to interpersonal conflicts, lack of collaboration in group activities, and a sense of disconnection from others, affecting students' emotional health. In this context, the Colombian educational system must be designed to meet students' needs, considering the context in which they live and their emotional, affective, cognitive, and other requirements. This is where the concept of holistic education emerges, encompassing the whole individual as a biopsychosocial being (Navarro et al., 2020).

The Organization for Economic Cooperation and Development (OECD) (2016) defines emotional intelligence (EI) as the ability to identify, understand, and adequately manage emotions during social interactions. People with developed EI are characterized by their ability to foster positive relationships, efficiently manage stress, make well-informed decisions, and achieve their goals. The report also emphasizes that EI is a skill that can be fostered and improved. Consequently, it suggests incorporating emotional education into educational programs to enhance crucial skills such as self-awareness, self-control, drive, empathy, and social competence. Furthermore, it advises educational institutions to provide students with opportunities to develop these emotional competencies. Therefore, the report highlights the fundamental role that educational institutions play in driving change and taking responsibility for shaping conscious individuals. This underscores an educational model that leverages students' skills and responsibilities to connect theoretical knowledge with practical implementation. Thus, education should be considered a preparatory phase that facilitates the improvement of communication skills, the fostering of positive relationships, and the commitment to social progress.

In the current educational landscape, there is a significant focus on educating individuals committed to promoting social change through the inculcation of ethical and moral values. As a result, educational methodologies must adapt to address the cognitive, emotional, and social growth of students, helping them manage their feelings and comply with social norms. This adjustment will enhance their social interactions and academic progress (OECD, 2016). It is evident that the development of EI is vital for academic performance. Scholars such as Valenzuela-Aparicio et al. (2023) argue the need to equip students with essential emotional skills to maintain attention and engagement in academic tasks. Additionally, it allows them to tackle academic challenges more efficiently and approach evaluation situations with greater confidence and composure.

Furthermore, it enables the establishment of positive relationships with people, thus improving team collaboration and cultivating a cohesive and motivating educational environment. This is attributed to the observation that students with greater emotional skills tend to demonstrate more empathy and a deeper understanding of their peers' emotions, enhancing interpersonal interaction and conflict resolution abilities (Chávez-Martínez & Salazar-Jiménez, 2024).

According to Heredia & Sánchez (2020), EI is closely linked to self-awareness and self-regulation, necessary for fostering the cultivation of a resilient mindset vital for overcoming obstacles and achieving consistent academic success. Expanding on these concepts and aligning with the previous perspectives of Nieto et al. (2024), the inclusion of EI in educational settings allows students to manage emotions adequately, express their emotions constructively, and develop greater self-awareness and self-control.

Therefore, educating students about the importance of recognizing and understanding emotional states is fundamental for improving and developing social skills as a basis for proper conflict resolution. This is crucial for personal and professional achievements. By fostering these competencies, a more cooperative and respectful educational environment can be established, promoting a more united and optimistic school community (Chávez-Martínez & Salazar-Jiménez, 2024). Merino-Tejedor et al. (2024) argue that promoting EI in educational settings can positively influence the overall school environment. This effort contributes to establishing emotionally beneficial and safe environments, not only for academic development but also for personal growth. Consequently, students' motivation can be enhanced, promoting greater dedication to the educational process (Sosa-Correa et al., 2024).

It is crucial to emphasize that the Colombian educational system prioritizes the cultivation of a wide range of skills, talents, and abilities for the socio-cognitive advancement of students. Moreover, recognizing emotional growth leads individuals to self-awareness, which in turn leads to significant internal mechanisms that help understand their actions (White & White 2024).

In various situations, individuals tend to react in a manner corresponding to the external stimuli they encounter. However, during COVID-19, students' susceptibility was evident, generating feelings of insecurity, apathy towards online learning, and fear of expressing themselves due to fear of criticism. Additionally, they show signs of poor self-regulation and decreased self-esteem. Consequently, it is crucial to establish a connection between improving students' EI and the educational process (Acosta & Blanco, 2022).

In primary education in Aracataca, Magdalena, there is a need for a study on EI due to certain behavioral patterns and academic performance suggesting possible deficiencies in this area. For example, there is evidence of a lack of skills for adequately managing stress and anxiety (related to academic demands), manifesting in high absenteeism rates or low performance in evaluations. Additionally, there may be difficulty in forming friendships, resulting in interpersonal conflicts or lack of participation in extracurricular collaborative activities.

Furthermore, a lack of self-awareness regarding emotions was observed, leading to potential problems such as decreased motivation and challenges in setting and achieving academic goals. Consequently, it was proposed to investigate EI among primary school students in Aracataca, Magdalena, to identify areas for improving these skills and ultimately enhance their emotional well-being and academic achievements. Therefore, the study aimed to analyze the impact of EI on learning processes in official educational institutions in Colombia, especially those in Aracataca, Magdalena.

This research adheres to an interpretative paradigm, aiming to understand participants' comprehension of surrounding social phenomena to capture the importance they attribute to their experiences and behaviors (Acosta, 2023). This approach aligns with the subjective and intricate nature of EI in educational settings, allowing for an in-depth exploration of the perceptions, emotions, and meanings that individuals associate with these interactions in the academic context.

The qualitative approach was utilized, enabling an in-depth investigation of EI in educational processes by thoroughly examining the experiences, perceptions, and meanings educators link with this skill in the educational environment (Acosta, 2023). The study employed a phenomenological design, aiming to understand the essential nature of human experience as perceived and lived by individuals (Acosta, 2023). This approach was chosen to explore EI in educational processes, as it facilitates examining educators' emotional interactions in the academic setting and the interpretations they attribute to these interactions.

Data collection involved conducting interviews with 20 teachers from the educational institutions John F. Kennedy and Elvia Vizcaíno de Todaro in Aracataca, Magdalena (Colombia), selected for their experience and ability to provide pertinent information. Inclusion criteria stipulated a minimum of ten years of teaching experience and current employment in an official educational institution in Colombia.

All information was analyzed through coding, categorization, and triangulation processes. Coding involved identifying and labeling emerging patterns and themes in the data, while categorization involved organizing the data into broader, meaningful categories. Triangulation was used to compare and contrast data collected from different sources and methods, ensuring the credibility and reliability of the results. Subsequently, the findings were described using semantic networks (software ATLAS.ti), allowing for visualizing the connections between the various themes and categories identified in the study.

Ethical Considerations: Informed consent was obtained through a process that included thoroughly explaining the study's objectives, procedures, potential benefits, and risks to the participants (teachers), emphasizing their right to withdraw from the research at any time without consequences. A written document containing all this information was provided clearly and comprehensibly, and any questions participants had been answered before they signed the consent form. Informed consent was obtained voluntarily, without coercion or pressure from the researchers.

Interviews with the teachers, following the coding and categorization process, led to the establishment of the following results:

Figure 1 Influence of EI on Academic Performance

La Figure 1 illustrates the analysis of discussions conducted with primary sources, who highlighted the potential benefits of integrating EI into the academic structure of institutions in Aracataca, Magdalena. One teacher noted that improving students' EI could enhance their focus on tasks and academic efforts, thereby increasing their attention in the classroom. This perspective aligns with Goleman's (2022) concept of emotional self-regulation, which suggests that EI allows individuals to effectively regulate their emotions to achieve their goals, consequently improving their concentration and attention in academic settings.

Another educator also pointed out that acquiring skills related to emotional regulation can lead to reduced levels of stress and anxiety among students, impacting both their academic activities and personal experiences. This enables them to approach challenges with greater calmness and efficiency. This claim is supported by Fernández's (2020) theory of stress and anxiety, which suggests that the interpretation and management of stressful situations can alter levels of anxiety and stress. According to Lagos et al. (2020), developing EI skills allows students to modify their perception of stressful circumstances, thereby mitigating adverse effects on their emotional well-being.

Scientific literature indicates that a strong emotional connection to the learning process can lead to increased motivation, fostering greater interest and active participation in educational tasks. This idea aligns with the approach proposed by Deci & Ryan (1999), which suggests that individuals feel more motivated when they experience a sense of autonomy in their actions and perceive the importance of their efforts concerning personal goals.

As highlighted by an interviewed educator, students can refine their communication skills and cultivate more positive interactions with their peers and teachers. This perspective aligns with Mayer et al. (2004), who confirm the importance of recognizing, understanding, and controlling individual and collective emotions to enhance the mastery of interpersonal and communication skills.

Additionally, and as proposed by another participant, this notion is consistent with Masten's (2001) theory of resilience, which emphasizes resilience as the ability to positively adapt to adversity and recover, influenced by factors such as coping strategies and self-confidence. Thus, EI aids in improving and recovering students' self-esteem. According to a key informant, by understanding and accepting their emotions, students develop greater self-esteem and self-confidence. In this regard, another informant highlighted:

When a teacher focuses on improving students' self-esteem and confidence, it positively impacts the learning process. Essentially, this allows students to face academic obstacles with a more positive and committed attitude. They feel more comfortable articulating their ideas, participating in collaborative projects, and discovering new learning opportunities. This self-confidence enables them to confront the fear of failure and become more inclined to take intellectual risks, fostering deeper exploration and understanding of various subjects.

Urge It is urgent for educators to foster and cultivate a healthy socio-educational environment. This can be achieved, for instance, by promoting a culture of mutual respect both inside and outside the classroom and employing methods that help students cultivate a positive self-perception. Teachers play a fundamental role in enhancing their students' EI, serving as guides and role models in emotional management.

Drawing from the insights provided by the referenced theories, it is posited that the importance of incorporating EI into the educational environments of Aracataca, Magdalena, lies in its capacity to foster the comprehensive development of students. This goes beyond the awareness and regulation of one's own emotions; it encompasses the ability to empathize with others and cultivate positive interpersonal relationships. Additionally, EI has the potential to strengthen teacher-student interactions, creating an enriching and collaborative environment conducive to learning. As a result, students who hone their EI skills are better prepared to manage conflicts, tackle obstacles skillfully, and engage in effective teamwork.

Regarding the category on the benefits of EI, the following subcategories emerged:

Figure 2. Benefits of Developing EI

In Figure 2, improving the school environment is essential for establishing a setting conducive to educational purposes. One source emphasized the importance of constructive and respectful educational spaces, mediated by empathetic, cooperative relationships and communications that foster good emotional health. This argument aligns with Goleman's (2022) attachment theory, which underscores the impact of emotional bonds on children's growth. Another reference noted that fostering a positive school climate enhances students' emotional stability and, consequently, their concentration abilities. Moreover, enhancing learning is another important aspect according to the participating teachers, particularly one who expressed that "The ability to self-regulate emotions, such as attention, motivation, and perseverance, is fundamental for effective learning." Additionally, another interviewee stated:

EI enhances learning by allowing emotional development, helping manage their emotional states effectively for better academic performance. When students understand how their emotions influence their learning capacity, they can use strategies to regulate them and stay focused on their educational goals.

The interviewee highlights how EI can enhance learning, noting that by developing greater emotional awareness, students can better manage their emotions. It also mentions that EI promotes positive, enriching learning spaces.

Another interviewee argued:

The cultivation of communicative, affective, empathetic, conflict-resolution, and collaborative skills creates an atmosphere conducive to the exchange of ideas, collaborative learning, and fostering positive relationships between students and educators. These skills help improve academic performance and are crucial for students' personal and professional development, enabling them to competently participate in various social and cultural environment.

By fostering these competencies, an environment conducive to exchanging ideas and collaborative learning is created. In this sense, individuals can improve their ability to collaborate in an environment of affective interpersonal relationships mediated by self-regulation. This approach is related to Zimmerman's (2011) principle of self-regulation, emphasizing the importance of self-regulation in achieving academic excellence. Fostering EI allows students to better concentrate on tasks, persist in the face of obstacles, and discover intrinsic motivation to learn.

Regarding the improvement of socio-communicative skills, an informant highlighted the importance of practicing these skills and their impact on academic and personal success. This viewpoint aligns with Vygotsky's (2016) sociocultural theory, which emphasizes the importance of social participation in cognitive development.

Another participant highlighted the importance of efficiently managing emotions, coping with stress, and fostering a positive outlook on the future as key elements for students' psychological well-being. This notion aligns with Barcelata's (2018) resilience theory, emphasizing the ability to adapt and overcome challenges as essential aspects of emotional well-being. Consequently, as EI advances, students develop the necessary skills to address emotional barriers and alleviate issues such as bullying, anxiety, and depression.

Numerous studies have demonstrated a positive correlation between EI and academic success, indicating that improving EI can lead to better academic performance. This perspective aligns with the theoretical framework of EI established by Mayer et al. (2004), which suggests that the ability to perceive, understand, and regulate emotions plays a significant role in academic achievements.

Through an analysis of the interviewees' perspectives and relevant theories on emerging categories, it can be inferred that improving the school environment is imperative. A supportive and respectful environment has the potential to alleviate students' stress and anxiety, allowing them to focus more effectively on their academic activities. Additionally, it fosters attributes such as teamwork, empathy, and transparent communication. Thus, developing the ability to manage emotions, maintain motivation, and persevere through academic challenges are fundamental competencies for successful learning. Therefore, equipping students with effective emotional regulation skills enables them to face academic obstacles with confidence and determination.

Moreover, refining social and communication skills is crucial, as adequate communication and teamwork skills are indispensable in academic and professional settings. By fostering these skills, students are prepared to collaborate effectively with their peers, resolve conflicts constructively, and express their thoughts convincingly, leading to superior academic outcomes.

Ultimately, improving mental health and well-being is equally essential for enhancing academic performance. Competent stress and anxiety management, along with emotional regulation, improve students' concentration, memory retention, and cognitive abilities. Additionally, good mental and emotional well-being helps students maintain motivation, approach academic challenges positively, and achieve a balance between academic demands and other aspects of their lives.

The perspectives offered by the interviewees, theories, and researchers underscore the importance of enhancing academic performance through the development of EI, social and communication skills, the cultivation of a positive school environment, and the reinforcement of mental health and well-being. All of which profoundly influence educational quality and students' future achievements.

EI plays a significant role in students' academic performance by influencing stress management, motivation, and the ability to establish positive relationships with peers and educators. Enhancing the development of EI can greatly improve students' concentration, attention, and self-regulation skills, leading to better academic outcomes. Additionally, it contributes to fostering a positive and supportive school environment that enhances students' well-being, dedication, and constructive attitude towards learning. Moreover, EI can help address issues such as bullying, anxiety, and depression, thereby improving students' emotional well-being. A fundamental component is the improvement of social and communication skills through EI, which is essential for fostering healthy interpersonal relationships, conflict resolution, and effective collaboration in educational settings. Therefore, emphasizing the cultivation of EI can not only enhance academic performance but also improve social interactions both inside and outside the classroom.

Ongoing research consistently underscores the fundamental role of EI in students' academic performance, impacting their emotional well-being, concentration, motivation, and interpersonal skills. Integrating EI development into the academic curriculum can significantly enhance educational standards and students' future success.

 

Limitations: A limitation of this study is the lack of time and financial resources, which limited broader teacher participation and extensive interventions.

Contribution to scientific knowledge: The scientific value of the study lies in demonstrating the model's efficacy and presenting empirical evidence of the educational advantages of EI and its influence on crucial cognitive skills. By focusing on a specific demographic group, such as primary school students in Aracataca (Magdalena), the research fills a gap in the literature and serves as a basis for future research and educational approaches on the importance of EI in teaching and learning methodologies.

Conflicts of Interest: The author certifies no conflicts of interest.

Author Contributions:
Rúa Quintero, M.: Conceptualization, Formal Analysis, Investigation, Methodology, Software, Supervision, Validation, Writing – Original Draft, Writing – Review and Editing