STEM (Science, Technology, Engineering, and Mathematics) education has traditionally emphasized cognitive ability, analytical reasoning, and technical skills as primary determinants of academic success. However, growing evidence suggests that emotional competencies significantly influence student performance, motivation, collaboration, and persistence in STEM fields. Emotional Intelligence (EI), defined as the ability to perceive, understand, regulate, and utilize emotions effectively, plays a crucial role in managing academic stress, enhancing teamwork, and sustaining engagement in challenging learning environments. This paper presents a comprehensive review of literature examining the role of EI in STEM education. The review synthesizes theoretical frameworks, empirical findings, and pedagogical implications, while identifying gaps for future research. Findings indicate that EI contributes positively to academic achievement, self-regulated learning, resilience, and career persistence in STEM disciplines. The paper concludes by recommending integration of EI-focused strategies within STEM curricula to promote holistic student development
Gursal et al. (Wed,) studied this question.