Emotional Intelligence as a Predictor of Academic Adjustment in Zoological Education

Emotional Intelligence (EI) is increasingly recognized as an important psychological construct influencing academic success and personal well-being among students. Zoological education involves laboratory work, dissections, field research, animal handling, and project-based learning, all of which require emotional stability, patience, and adaptability. Zoology students often experience academic pressure, laboratory anxiety, and research-related stress, which may affect their academic adjustment negatively. This theoretical research paper examines Emotional Intelligence as a predictor of academic adjustment in zoological education. It discusses the major theoretical models of EI and explores how emotional competencies contribute to better stress management, resilience, ethical sensitivity, and collaborative learning. The study concluded that higher emotional intelligence significantly enhanced academic adjustment and overall performance among zoology students.