ROLE OF EMOTIONAL INTELLIGENCE IN RESTORING TRUST AND ENGAGEMENT IN ARCHITECTURAL EDUCATION

Contemporary architectural education experiences crucial problems such as lower students’ engagement, undermining confidence in traditional studio culture, and increased gulf amid pedagogy and professional needs. This research shows how the role of EI in architectural education can restore trust and engagement. The main idea of this research is that with EI level, it is possible to create a strong and safe environment, where students will feel safe, would not be afraid to make mistakes and think freely. This research is situated in the intersection of design pedagogy, psychology, and education reform. The research indicates the importance of EI in itself and to architecture education. The main argument is that the inclusion of the EI in design pedagogy can be an excellent opportunity to build strong relationships with students, create an emotionally safe environment for them, and resist the slightest intention to quit architecture training. The second argument concerns the fact that the students’ EI is the only bridge that can connect these two links and produce a motivation toward architecture training. The third argument is about the fact that the EI can help to achieve the student’s resilience and transform every negative event as a new opportunity and the reason to try more and more. The global research shows that EI has a significant impact on the learning outcome, well-being, and many other factors. There are no researches regarding the influence of EI on architecture education, but the researches of the impact of EI on other areas show that its impact is positive. The practical contribution of the research consists of proving that with the help of EI it is possible to transform architectural education and put it on a new positive path.