Introduction: The study of emotional intelligence (EI) has garnered significant attention due to its relevance to diverse age- and population-groups, and persons of various social and academic backgrounds. The capacity for an individual to effectively understand and manage one’s own emotions and understand and manage the emotions of others has been identified as important life skill and antecedent to personal, social, and professional success. While the dimensionality of EI has been explored extensively in Western contexts, there is a relative dearth of research in post-Soviet and Central Asian contexts. Methodology: Building upon the EI instrumentation developed in Russia by Lyusin and a large sample of adolescents (N = 658) from 12 schools, we find very little differences in average levels of EI in the schools sampled. Thereafter, using first-order confirmatory factor analysis, this study finds evidence for a Four-Factor Model of EI inclusive of Understanding and Managing One’s Own Emotions, and Understanding and Managing Others’ Emotions. Results: The model exhibits adequate model fit, discriminant validity, inter-factor correlations similar to those in other studies, and is strongly invariant for gender (though partially invariant for language). We also find evidence for female adolescents exhibiting slightly higher levels of Understanding Other’s Emotions, and lower levels of Managing Own Emotions. Conclusions: The four-factor model may be a useful tool for gauging the EI of adolescents, though further research as to its utility in other post-Soviet, Central Asian, and other contexts is required. Introducción: El estudio de la inteligencia emocional (IE) ha suscitado una atención significativa debido a su relevancia para diversos grupos de edades y poblaciones, así como para personas de diferentes contextos sociales y académicos. La capacidad de un individuo para comprender y gestionar eficazmente sus propias emociones, así como comprender y manejar las emociones de los demás, se ha identificado como una habilidad vital y un antecedente del éxito personal, social y profesional. Aunque la dimensionalidad de la IE se ha explorado ampliamente en contextos occidentales, existe una relativa falta de investigación en contextos post-soviéticos y en Asia Central. Metodología: Basándonos en una herramienta construida en Rusia por Lyusin y en una muestra amplia de adolescentes (N = 658) de 12 escuelas, encontramos muy pocas diferencias en la media de la IE las escuelas muestreadas. Utilizando un análisis factorial confirmatorio de primer orden, este estudio encontró evidencia de un modelo de IE de cuatro factores que incluye la comprensión y gestión de las propias emociones, así como la comprensión y gestión de las emociones de los demás. Results: El modelo presenta un ajuste de modelo adecuado, validez discriminante, correlaciones entre factores similares a las de otros estudios, así como una sólida invarianza según el género (aunque parcialmente invariance para el idioma). También encontramos evidencia de que las adolescentes muestran niveles ligeramente más altos de comprensión de las emociones de los demás y niveles más bajos de gestión de sus propias emociones. Conclusión: El modelo de cuatro factores puede ser una herramienta útil para medir la IE de los adolescentes, aunque se requieren más investigaciones sobre su utilidad en otros contextos postsoviéticos, de Asia Central y más allá.

In today's educational environment, augmented reality is becoming an increasingly demanded and promising technology. Studies prove the success of its application due to the effect of implementation in the learning environment with the overlay of virtual objects that expand our three-dimensional space by visualizing and presenting interactive materials. However, its evaluative function in learning as an auxiliary tool integrated into social media is not sufficiently explored. Therefore, the purpose of this study is to determine the impact of AR masks in social media as an assessment tool on learners' academic achievement in the learning process. The research methods combined a questionnaire survey of students and teachers, the development and implementation of AR masks, and conducting a pedagogical experiment, which had a quasi-experimental format. The preliminary questionnaire survey involved 1,259 students and 76 teachers who expressed their attitudes towards the use of social media for learning purposes, prompting the consideration of methodological features in the development of 10 AR masks for social networks such as TikTok, Facebook, and Instagram. The experiment itself, where the developed AR masks were applied, involved 149 students who were divided into control and experimental groups. As a result of using AR masks, the average score of the experimental group increased from 73.8% to 79.8%. Based on the findings, it can be concluded that the use of AR masks in social media has a positive effect and significant potential to transform traditional assessment methods.

This study aimed to evaluate middle school physical education students' views on psychological support and the development of their emotional intelligence. Conducted in Spring 2024 using the quantitative research model, the study included 186 voluntary participants. Students received psychological support training to enhance emotional intelligence, followed by a data collection tool to gather information. Data were collected using the "students' views on emotional intelligence development and psychological support" tool, which has been tested for validity and reliability. Data were compiled into distribution tables and analyzed to support the findings. Emotional intelligence among secondary school students improved significantly with psychological support, showing positive outcomes. The study highlights the importance of combining psychological support and emotional intelligence development in physical education, which is essential for students’ growth. The findings revealed a significant improvement in students' emotional intelligence, supported by effective psychological interventions. Gender-based disparities in emotional intelligence between male and female students also showed a decreasing trend. The study ultimately reveals that the psychological support provided to participants was highly successful, resulting in significant enhancements in their emotional intelligence.

The current study investigates teachers’ perceptions and acceptance of Artificial Emotional Intelligence (AEI) in teacher education. It particularly focuses on the role of demographic and professional patterns, drawing on data from a sample of 1.100 educators collected across Kazakhstan. The study employed a quantitative research design, including descriptive statistics, reliability analysis, group comparisons, and multiple regression analysis. The study results demonstrate a generally high level of AEI acceptance among teachers (M = 4.37), particularly regarding its potential to enhance emotional assessment and support in professional development. The AEI scale itself revealed a strong internal consistency (Cronbach’s α = 0.923), confirming the reliability of the measurement. However, comparatively lower levels of trust in AI-generated results suggest a gap between positive attitudes and full confidence in the technology. The findings suggest that teachers’ attitudes toward AEI are generally consistent across participating groups. In turn, it challenges traditional assumptions about the extent to which demographic attributes may influence technology adoption in education. In addition, the observed gap between acceptance and trust shows the need to address ethical issues. The current study contributes to research in an emerging field of AI in education by emphasizing the role of contextual and trust-related factors in shaping perceptions of emotionally intelligent technologies.