PSYCHOLOGICAL FOUNDATIONS OF EMOTIONAL INTELLIGENCE DEVELOPMENT IN UNIVERSITY STUDENTS: AN INTEGRATIVE CONCEPTUAL MODEL.

Emotional intelligence (EI) is increasingly recognized as a key psychological resource that supports students' academic achievement, social adaptation, and psychological well-being. Despite extensive research, the concept remains fragmented across ability-based, trait-based, and mixed models, which complicates the design of coherent developmental programs in higher education. This article aims to substantiate an integrative psychological concept of EI development in university students. Using theoretical analysis, comparison, and synthesis of major EI models and empirical meta-analytic findings, the study identifies the structural components of EI relevant to the student age period and the psychological conditions under which these components can be purposefully developed. The proposed model integrates four components (emotional awareness, emotional understanding, emotion regulation, and emotional use in social interaction) with three levels of development (reproductive, reflective, and creative) and a set of pedagogical-psychological conditions. The article argues that EI in students should be treated not as a fixed trait but as a developable competence shaped by reflective learning, a supportive educational environment, and practice-based activities. The model can serve as a theoretical basis for designing curricula, elective courses, and mentoring programs in universities.