Paper Details

Name: Prashant Dnyanoba Landge, Monica Abrol
Country: India

Year: 2025
Volume: Volume-12, Issue-2 (July-December)
Page Number: 615-623
DOI: https://doi.org/10.5281/zenodo.22724173

Emotional intelligence (EI), defined as the ability to recognize, understand, manage, and respond appropriately to emotions in oneself and others, is an important component of adolescent development. Adolescence involves rapid cognitive, emotional, and social changes, making this period particularly relevant for strengthening emotional competencies. The present paper reviews intervention-based evidence on approaches used to enhance EI among adolescents. A systematic review design was described using PubMed, Scopus, Web of Science, ERIC, and PsycINFO, supplemented by manual reference-list searching. The review focused on peer-reviewed empirical intervention studies involving adolescents aged 12–18 years, published between 2010 and 2025, and reporting measurable EI-related outcomes. The source review identified 48 studies meeting the stated criteria. The evidence indicates positive contributions from school-based social-emotional learning, mindfulness and meditation, cognitive-behavioural interventions, counselling and life-skills education, peer-oriented approaches, and technology-enabled programmes. Across approaches, self-awareness, self-regulation, empathy, and social skills were repeatedly emphasized. The synthesis further indicates that multi-component programmes, repeated practice, trained facilitation, contextual adaptation, and follow-up may strengthen implementation and sustainability. The paper concludes that EI enhancement is best approached as a multidimensional developmental process rather than a single-skill intervention, while future research should strengthen longitudinal designs, cross-cultural validation, objective measurement, and digital/blended delivery.

Keywords: Emotional Intelligence; Adolescents; Intervention; Social-Emotional Learning; Mindfulness; Cognitive-Behavioural Intervention; Emotional Regulation.