INTERCULTURAL COMPETENCE AND EMOTIONAL INTELLIGENCE IN ADOLESCENCE AND EMERGING ADULTHOOD

This theoretical and integrative review examines the relationship between intercultural competence and emotional intelligence during late adolescence and emerging adulthood. A structured thematic synthesis of psychological, educational, and intercultural frameworks was conducted, with attention to Uzbek pedagogical and psychological scholarship. The analysis identifies shared mechanisms of emotion recognition, perspective-taking, self-regulation, tolerance of ambiguity, and reflective communication. It proposes an educational model linking emotional literacy, intercultural encounters, guided reflection, and behavioral feedback. Because no primary participant data were collected, the results are conceptual rather than statistical. The paper offers an operational framework for curriculum design and outlines a feasible empirical validation strategy in higher education.