The Development of Students' Psycho-Emotional Intelligence in the Context of the Transformation of the Modern Educational Environment

The article reveals the theoretical foundations, empirical approaches, and pedagogical conditions for the development of students’ psycho-emotional intelligence (PEI) in the context of dynamic modern educational environment transformations. In view of the challenges posed by digitalization, emotional exhaustion, youth disorientation, and the growing need for soft skills, PEI emerges as a key personal competence of the 21st century. The essence and structure of PEI are defined, encompassing emotional awareness, self-regulation, empathy, motivational attitudes, and emotional expression. Contemporary academic sources are analyzed, confirming the importance of PEI in enhancing students’ academic performance, psychological well-being, and professional readiness. The study identifies the psychological and pedagogical conditions for the effective development of PEI, such as an emotionally safe learning environment, reflective practices, situational learning, interpersonal interaction, and cross-cultural exchange. The authors present a vision of positive psycho-emotional intelligence as a factor in the value-based development of an individual. The article substantiates the prospects for integrating PEI into higher education curricula through the creation of interdisciplinary courses, digital tools, training programs, and pedagogical support. Particular attention is given to analyzing effective practices for developing PEI in Ukrainian institutions of higher education, including the use of reflective journals, role-playing, educational coaching, and emotionally oriented teaching methods. The study confirms that the development of students' psycho-emotional intelligence is not only an individual-psychological process but also a systemic pedagogical task requiring integration into higher education strategies. Conceptual guidelines are proposed for the incorporation of PEI into university educational policy, including institutional support for mental health, establishment of emotional competence centers, and inclusion of related competencies in higher education standards. Emphasis is placed on the need to integrate PEI into the training systems for future educators, managers, and professionals in the social and human sciences as a component of a new quality of education.