The rapid transformation of higher education driven by artificial intelligence, digitalization, and hybrid learning environments has fundamentally changed students’ academic experiences. These changes require not only cognitive competencies but also strong emotional and psychological resources to ensure effective adaptation.This study investigates the structural relationships between emotional intelligence, psychological resilience, and students’ adaptive capacity in higher education contexts. A quantitative research design using Structural Equation Modeling (SEM) and mediation analysis was employed. Data were collected from 320 undergraduate students using validated instruments: the Wong and Law Emotional Intelligence Scale (WLEIS), Brief Resilience Scale (BRS), and Student Adaptability Scale (SAS). The results indicate that emotional intelligence significantly predicts adaptability (β = 0.62, p < 0.001) and resilience (β = 0.58, p < 0.001). Psychological resilience partially mediates the relationship between emotional intelligence and adaptability, accounting for 34% of the total effect. Emotional regulation emerged as the strongest predictor among emotional intelligence dimensions. The findings highlight the importance of integrating socio-emotional learning frameworks into higher education systems to enhance students’ adaptive capacity in rapidly changing educational environments.
| Mualliflar | Nurjahon, B. Kuchkorova |
|---|---|
| Jurnal | Қўқон ДПИ. Илмий хабарлар |
| Nashr sanasi | 2026-07-15 |
| Jild | 8 |
| Son | 6 |
| Betlar | 158-161 |
| Til | Ingliz |
| DOI | 10.70728/c.series.ped.v08.i06.024 |
DOI: 10.70728/c.series.ped.v08.i06.024 · Maqolaning asl sahifasi
emotional intelligence, adaptability, resilience, higher education, SEM, digital learning, socio-emotional learning
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