RALUCA ZGLOBIU-SANDU BABES-BOLYAI (2).pdf

NANTES 2025

EMOTIONAL INTELLIGENCE AND DIGITAL LITERACY IN SPECIALIZED LANGUAGE

EDUCATION: INSIGHTS FROM TWO ROMANIAN UNIVERSITIES

DR. RALUCA ZGLOBIU-SANDUBABES-BOLYAI UNIVERSITYIULIA MACARIATECHNICAL UNIVERSITY

RATIONALE OF THE RESEARCH

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Digital LiteracyBlended LearningA.I PinnacleSocial Media EducationHard Skills vs. Soft SkillsESP Communication Courses

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DIGITAL LITERACY

THE GAP

There is a strong and increasingly important link between an online world where communication, identity, and relationships are shaped by technology.

digital literacy and emotional intelligence (EI) -especially in

“the ability to beattentive to one's own emotions and those of others, and to use the information they convey to

guide thought and action” (Dirican& Erdil, 2020).

“emotional intelligence has impacts in the business sector Emotional Intelligence: Why it can matter more than IQ by

as well as in the academic or psychological spheres”

Daniel Goleman

Core components of digital literacy

1. Technical skills

Ability to use devices (computers, smartphones, tablets) and software applications effectively.

2. Information LiteracyKnowing how to search, evaluate, and verify online information; recognizing misinformation or biased sources.

3. Communication and collaboration

Using digital tools (email, platforms, social media) to communicate respectfully and work with others.

4. Digital content creation

Producing online materials such as documents, videos, graphics, coding, multimedia projects.

5. Digital safety and securityUnderstanding online privacy, passwords, cyberbullying, data protection, and safe online behavior.

6. Critical thinking in digital environments

Interpreting digital messages, algorithms, online advertising, and understanding how digital platforms shape perception.

7. Ethical and responsible digital behavior

Respecting copyright, avoiding plagiarism, understanding digital footprints, and practicing netiquette.

(Hobbs, 2010)

STRATEGIC

PRIORITIES

1. Emotionally intelligent digital communication

2. Critical evaluation of online content (EI supports self-

regulation)

3. Digital safety requires emotional awareness

4. Digital creativity and expression rely on EI5. Online collaboration demands both skill sets6. Digital identity and self-awareness

Digital literacy provides the tools to navigate the digital world.Emotional intelligence provides the mindset to navigate it

responsibly, empathetically, and wisely.

Together, they build safe, critical, emotionally balanced digital

citizens.

(Buckingham, 2015)

Emotional Intelligence and Digital Literacy in Specialized Language Education

RESEARCH

• Instrument: Schutte Emotional Intelligence Scale (SEIS)Dornheim (1998)Instruments: SEIS (emotional intelligence)/ PSS-10 (stress), BRS (resilience), SWLS (life satisfaction).• Analysis: relationships between emotional intelligence, stress, satisfaction, and

• Original authors: Schutte, Malouff, Hall, Haggerty, Cooper, Golden &

performance• Number of items: 33• Response type: Likert scale, 1 = strongly disagree … 5 = strongly agree• Administration method: individual• Target population: 400 students in 2 universties ( UBB and Technical

• Romanian adaptation: Dumitrescu et al. (2014)

Univestity in Cluj-Napoca, Romania)+ 110 needs analysis surveys

WHY DOES IT MATTER?

College years bring academic and social

pressures.It’s not only IQ or grades that matter, but also the way we manage our emotions.

Emotional intelligence (EI) = the ability to

recognize, understand, and regulate

emotions.

WHAT DOES THIS MEAN FOR US?

RESILIENCE

For students: EI = a resource for

Resilience –the key element

adaptation and balance.

High emotional intelligence develops

For universities: EI workshops integrated

resilience.

into orientation programs.For professors: a modeling role in managing emotions.

Resilience reduces stress and increases

satisfaction.Confirmed through mediation analysis.

METHODOLOGICAL LIMITATIONS

CROSS-SECTIONAL DESIGN –CAPTURES ONLY A SNAPSHOT IN TIME.

SELF-REPORTED DATA –POSSIBLE SOCIAL DESIRABILITY BIAS.

URBAN SAMPLE –LIMITED REPRESENTATIVENESS.

Emotional Intelligence and Digital Literacy in Specialized Language Education

RESULTS

COMPARATIVE

RESLUTS UBB

Use of EmotionsUBB: 3.24 → UT: 3.22 → 55.5%อInterpretation:both groups. Students from both universities have:reduced ability to use emotions to motivate themselves,lower emotional engagement in decision-making, creativity, or

56%

This is the lowest dimension for

persistence.

The difference is minimal (0.5%), making this a common development area.

COMPARATIVE

RESLUTS UT

Use of EmotionsUBB: 3.24 →

56%อInterpretation:This is the lowest dimension for both groups. Students from both universities have:reduced ability to use emotions to motivate themselves,decision-making, creativity, or

UT: 3.22 → 55.5%

lower emotional engagement in

persistence.making this a common development area.

The difference is minimal (0.5%),

TOTAL RESULTS

Overall, the profile suggests a balanced but developing emotional competence:

participants demonstrate awareness and

empathy but could benefit from further practice in applying emotional insight to problem-solving, leadership, and emotionally demanding contexts.

COMPARATIVE

RESLUTS

Perception of EmotionUBB: 3.76 → 69%

UT: 3.57 → 64%

Regulation of OthersUBB: 3.42 → 60.5%

UT: 3.38 → 59.5%

Management (Self-Regulation)UBB: 3.34 → 58.5%

UT: 3.29 → 57.25%

COMPARATIVE

RESLUTS

Perception of EmotionUBB: 3.76 → 69%

UT: 3.57 → 64%

Regulation of OthersUBB: 3.42 → 60.5%

UT: 3.38 → 59.5%

Management (Self-Regulation)UBB: 3.34 → 58.5%

UT: 3.29 → 57.25%

Emotional Intelligence and Digital Literacy in Specialized Language Education

INTERPRETATIO

The group displays a balanced and functional emotional intelligence profile, falling in The highest dimension —Perception of Emotions(3.76) —suggests good emotional supports effective empathy, communication, and teamwork.The Use of Emotions(3.24) dimension is relatively lower, indicating that while emotions are recognized, they are not always effectively mobilized to guide reasoning,

the medium range overall.

awareness and accurate recognition of affective cues in oneself and others. This typically

creativity, or motivation.self-regulate and to respond appropriately to others’ emotional states —sufficient for cooperative contexts but potentially improvable under stress or conflict.

Management(3.34) and Regulation of Others(3.42) suggest a moderate capacity to

Emotional Intelligence and Digital Literacy in Specialized Language Education

INTERPRETATIO

Overall, both groups demonstrate functional emotional intelligence suitable for academic benefit from targeted interventions that

and interpersonal settings, yet both could

promote:(e.g., emotional decision-making, motivational Strengthening self-management under stress

Transforming emotional insight into action

self-talk)

and uncertaintyand empathy skills

Cultivating emotionally adaptive leadership

RESPONSES

17. Can you describe a situation where emotional intelligence helped (or

would have helped) you in a group project or academic interaction?

During a group project, one of my teammates struggled with teamwork and had poor communication skills. At first, this caused confusion and delays, as he often worked

independently without coordinating with the rest of us. Instead of getting frustrated, I used

emotional intelligence to understand his perspective and gently encouraged him to share his

ideas and ask questions.

19. What specific digital or emotional skills do you feelleast confidentin, and what kind of support would help you improve them?I struggle with advanced digital tools and stress management. Workshops would help improve

both.

Emotional Intelligence and Digital Literacy in Specialized Language

Education

CONCLUSIO

Overall, both groups demonstrate functional emotional intelligence suitable

for academic and interpersonal settings, yet both could benefit from targeted interventions that promote:1. Transforming emotional insight into action (e.g., emotional decision-2. Strengthening self-management under stress and uncertainty3. Cultivating emotionally adaptive leadership and empathy skillsEmotional intelligence = an invisible academic competence.The university of tomorrow: a school for both the mind and the emotions.

making, motivational self-talk)

It influences stress, satisfaction, and balance—not just grades.

Emotional Intelligence and Digital Literacy in Specialized Language

Education

FUTURE RESEARCH

DIRECTIONS

Longitudinal studies–to track how emotional intelligence evolves throughout the university years and how it Experiments and interventions–emotional development workshops and resilience programs, rigorously evaluated International comparisons–to understand how Romanian students position themselves relative to students from

influences the transition to the labor market.through control groups.

other cultures regarding emotional intelligence.university environment.

Correlations with mental health–anxiety, depression, and burnout, which are increasingly relevant topics in the

Emotional Intelligence and Digital Literacy in Specialized Language

Education

REFERENCES

Brătianu, C., & Paiuc, D. (2023). Emotional and cultural intelligences: A comparative analysis between the United Duică, L., Pantea, M., Dascălu, M., & Rugină, A. (2024). Perceived stress, resilience and emotional intelligence in

States of America and Romania. Management & Marketing, 18(2), 91–112. (Sciendo)Romanian healthcare professionals. International Journal of Environmental Research and Public Health, 21(?), e-

article. (PMC)Dumitrescu, A. L., Badiă, D., Dogaru, C. B., Toma, C., Perea, G., & Duă, C. (2014). Psychometrical properties of țțț

the Romanian version of the Schutte Emotional Intelligence Scale. Procedia –Social and Behavioral Sciences, 159, Iliescu, D., Ilie, A., Ispas, D., & Ion, A. (2012). Examining the psychometric properties of the Mayer–Salovey–

557–560. (ResearchGate)Caruso Emotional Intelligence Test (MSCEIT). European Journal of Psychological Assessment. (Hogrefe

Econtent)

DR. OCTAVIA RALUCA ZGLOBIU-SANDU

BABES-BOLYAI UNIVERISTY

ROMANIA