Building Inclusive Societies Through Emotional Intelligence-Based Education Systems: Indian Perspective to Achieve Sustainable Development Goals

Abstract

Social inequality and quality education are significant challenges faced by tribes in India. The study's key objective is to develop an Emotional Intelligence (EI) based conceptual framework for tribal education to achieve quality education and build inclusive societies. The developed framework integrates the Mixed Model of EI and the path-goal leadership theory. The purpose of the study was to do a literature review towards identifying the link between teachers' Emotional Intelligence Competencies (EIC) and growth mindset for effective teaching and superior performance. The article proposes four prime propositions that constitute prerequisites for further hypothesis formulation and validation studies. By adopting teaching practices embedded with growth mindset and EIC, the study has far-reaching implications in achieving sustainable development goals (SDG), such as SDG 4 – Quality Education and SDG 10 – Reduced Inequalities.