Professional Domains Research Articles

Understanding interpreters' ad hoc knowledge: An empirical study based on English–Chinese simultaneous interpreting

AbstractThis study investigates ad hoc knowledge in interpreting – knowledge specifically relevant to an interpreting task, usually acquired by interpreters at pre-service and in-service stages. A quasi-experiment asked eight English–Chinese professional interpreters to prepare for and interpret two speeches with different degrees of specialisation. Five datasets were collected: (1) screen and video recordings of their preparation processes; (2) their responses to a follow-up questionnaire; (3) their scores and answers on a domain knowledge test; (4) their interpreting performance, rated by both professional interpreters and domain experts; (5) the speaker's answers to a few open questions on domain knowledge. Parts of the first and second datasets were used to examine what ad hoc knowledge the interpreters needed; the remaining three datasets, together with recording data from the first, were used to investigate the extent of their need for this knowledge. The findings show that ad hoc knowledge is domain-relevant, yet its scope is highly interpreting-specific, being neither deep nor wide; and it is by nature different from domain knowledge, mainly including speech-relevant expressive knowledge about certain domain(s) and the contextual knowledge interpreters use in their preparation. The implications of these findings for interpreting practice and training are also discussed.

Pillar Mothers: Perspective on the Adaptation Process of Mothers of Autistic Children

Mothers of autistic children encounter numerous daily challenges that can affect their adaptation. While many studies have documented the impact on mothers of having an autistic child and factors contributing to their adaptation and their experiences of motherhood, few have examined how mothers of autistic children perceive their overall adaptation. We investigated with a qualitative design how mothers of autistic children perceive stressors, facilitators (resources, coping strategies, and contexts), and outcomes of adaptation in various life domains. Participants included 17 mothers of autistic children ranging from 2 to 8 years old. Mothers participated in a phone interview about their perception of their successes, challenges, and adaptation as mothers of their children. A thematic analysis was conducted on interview transcripts using inductive and deductive coding. A cross-case analysis was subsequently used to identify themes and subthemes. Results highlight the complexity of the maternal adaptation process in the context of autism, which starts before the child’s diagnosis. Stressors, facilitators, and outcomes were described as overlapping in the psychological, social, professional, marital, and parental life domains. The accumulation of stressors was identified as mothers of autistic children’s main source of stress and almost impossible to reduce. Participants explained having difficulties accessing effective facilitators. While outcomes of adaptation vary across mothers and life domains, indicators of distress were identified for all participants. Implications are discussed regarding how service providers and society could better support mothers of autistic children by considering their complex reality and by providing more resources and information.

Онлайн-обучение как фактор профессиональной мобильности граждан

Modern societies that are making or have already made the transition to a post-industrial socio-economic reality are characterized by a higher level of social mobility of citizens. One of the types of social mobility is professional, which entails citizens’ ability to change and transform their professional statuses. Education stands as one of the most crucial channels shaping the workforce and the level of professional mobility. The article demonstrates that the Russian Federation is a country with a relatively high level of social mobility. Access to education in Russia is also high for the majority of socio-demographic and economic groups. However, there exists a strong demand for professional mobility among many citizens, driven by various reasons such as dissatisfaction with leadership, lack of prospects for financial growth, poor staff, and others. The present study has shown that many citizens often change or at least think about changing their professional activities. The main idea of the article lies in the proposition that the rapidly growing market of online education in recent years is one of the significant institutions increasing the level of professional mobility. The problems and prospects of online education from the point of view of its impact on professional mobility are considered. In conclusion, it is evident that online education plays a pivotal role in enhancing the professional mobility of citizens in modern societies. The accessibility and flexibility offered by online learning platforms cater to the diverse needs and aspirations of individuals seeking to advance their careers or transition into new professional domains. However, while online education presents promising opportunities for professional growth, its efficacy and impact on long-term career trajectories warrant further empirical investigation. Nonetheless, it is imperative for policymakers and educational stakeholders to acknowledge the transformative potential of online learning and devise strategies to harness its benefits for fostering a more dynamic and agile workforce in the evolving socio-economic landscape.

Developing a support model for hybrid work-integrated continuous professional development

In the contemporary digitalised knowledge society, work-integrated professional development is an important and continuous activity. Continuous professional development should preferably be a hybrid format, where academia collaborates with industry and the surrounding society in a multi-directed exchange of ideas. Continuous professional development is today conducted in a blend of workplace activities, and in technology enhanced online environments. A complex blend for professionals that at the same time are working full-time with their ordinary jobs. The need for a support model to navigate in these new digital learning spaces is obvious, where the support model also should include collaboration and a community of practice. A community where the members communicate regularly to improve their skills and knowledge in their common professional domain. The aim of this paper is to describe and analyse the development of a support model that involves these aspects. Findings confirm the necessity of the four steps in the earlier model, at the same time as they indicate the need for a fifth step facilitating the creation of Communities and Landscapes of Practice. The use of the model may support higher education institutions in creating beneficial conditions for hybrid work-integrated continuous professional development for industry.

Third space professionals and undergraduate teaching – A comparative study in China, the United Kingdom and Canada

AbstractThis research explores the emerging position of teaching professionals in research universities through the framework of ‘third space professionals’. The third space is described as an overlapping space between the professional and academic domains in university and usually staff who are neither traditional academics nor traditional professionals work in this space and considered as the third space professionals. This research is achieved through three case studies, each in China, the United Kingdom and Canada. By investigating the role and positioning of teaching professionals in higher education, this research provides empirical evidence supporting the existence of the third space for professionals in higher education. The findings show that the responsibilities of the teaching professionals are relatively similar at each university, mainly including training academics and supporting curriculum development. However, their positioning in the university and value in supporting teaching and learning can be influenced by their relationship with academics. Universities’ expectations of teaching professionals play an important role in shaping their collective identities. By proposing a three‐dimensional space model for higher education, this research builds on previous studies on the higher education space and offers an alternate framework for interpreting higher education space and analysing university staffing.

Validating a theory of planned behavior questionnaire for assessing changes in professional behaviors of medical students.

Teaching professionalism is a fundamental aspect of medical undergraduate education, delivering important domains of professional attitudes, ethics, and behaviors. The effects of educational interventions can be assessed by measuring the change in such domains, but validated assessment tools for these professionalism domains are lacking. In this study, we constructed and conducted expert validation of a modified theory of planned behavior (TPB) questionnaire to assess changes in professional behaviors (PBs) in medical students. To validate that, we modified an existing TPB questionnaire, and an 18-item questionnaire was subjected to expert panel evaluation using the content validation method. The clarity and relevance of items were assessed using a four-point rating scale (i.e., 1 = not relevant to 4 = highly relevant). Ratings of experts and free-text comments were analyzed. Quantitative evaluation of relevance and clarity was undertaken through analyses of the Item-level Content Validity Index (I-CVI) and Scale-level Content Validity Index (S-CVI). A qualitative assessment of the comments of experts was conducted to refine items, any disagreements were discussed, and a consensus decision was developed among authors for item changes. Quantitative evaluation of the Item-level Content Validity Index (I-CVI) scored 0.9-1 for relevance and 0.7-1 for clarity. Qualitative evaluation resulted in (i) changes to the wording of items (e.g., choices such as "worthless/worthwhile" were replaced with "not important/important"); and (ii) suggestion of the addition of social media in the construct of subjective norms. The proposed tool exhibits content validity and can assess TPB constructs in professionalism education. This study of content validity may help to ensure the modified TPB questionnaire accurately measures the TPB constructs, ensuring its effectiveness in accurately measuring the TPB constructs for PB in diversified educational medical institutions.

Dimensions of living with emetophobia

Purpose This paper aims to present an examination of selected literature about the lived experiences of those with emetophobia. Its intention is to inform further empirical enquiry and subsequent approaches to treatment and care aimed at inclusive support for sufferers. To that end, it is important to bring the sufferers’ narrative into public and professional domains. Design/methodology/approach A systematic search of multiple databases using the search engine Discover@bolton and grey literature was undertaken to obtain evidence about the lived experiences of people with emetophobia. The search terms used were “emetophobia” and combinations of associated topic phrases using Boolean operators (AND / OR): “Emetophobia” OR “fear of vomiting” OR “fear of being sick”, Emetophobia AND “lived experiences” and finally Emetophobia OR “fear of vomiting” OR “fear of being sick” AND “lived experiences”. Eight papers were included in the review and five items of grey literature. Findings Several themes were identified in this literature including fear, escape and avoidance, other influences, consequences and medicalisation. The findings reveal that the experiences of those with emetophobia are subsumed beneath a focus on diagnosis and treatment. When it comes to understanding the actual lived experience of a person with emetophobia, the evidence presents the reader with what treatment may work and how they might respond to it, but largely omits the voice of the individual with emetophobia. This signals a need to undertake enquiry to bring this to the fore and so inform ways of greater inclusive practice for the public and professionals alike. Research limitations/implications The evidence reviewed in this paper can be noted for the limited discussion about the individual’s lived experience of emetophobia. Gaining insight into this would contribute to raising awareness in a wider public arena and inform carers and healthcare professionals’ understanding. It would also display the importance of an individual context and health journey. Practical implications Knowing this can inform approaches to helping an individual either to live with the phobia and manage its impact on daily living (positive rather than maladaptive coping mechanisms) or to overcome it with or without adjunct medical treatment (if this is possible). Social implications Knowing based on contemporary empirical enquiry will inform policy and guideline development. Whatever course is taken, it must contribute to steps being taken towards achieving a better quality of life for individual sufferers. The findings of this paper likewise inform the need for further study into the individual lived experience of emetophobia. Originality/value This paper is original in having identified a need to bring empirical evidence of the lived experience of sufferers with emetophobia into the public and professional domain.

Multi-modal recommender system for predicting project manager performance within a competency-based framework.

The evaluation of performance using competencies within a structured framework holds significant importance across various professional domains, particularly in roles like project manager. Typically, this assessment process, overseen by senior evaluators, involves scoring competencies based on data gathered from interviews, completed forms, and evaluation programs. However, this task is tedious and time-consuming, and requires the expertise of qualified professionals. Moreover, it is compounded by the inconsistent scoring biases introduced by different evaluators. In this paper, we propose a novel approach to automatically predict competency scores, thereby facilitating the assessment of project managers' performance. Initially, we performed data fusion to compile a comprehensive dataset from various sources and modalities, including demographic data, profile-related data, and historical competency assessments. Subsequently, NLP techniques were used to pre-process text data. Finally, recommender systems were explored to predict competency scores. We compared four different recommender system approaches: content-based filtering, demographic filtering, collaborative filtering, and hybrid filtering. Using assessment data collected from 38 project managers, encompassing scores across 67 different competencies, we evaluated the performance of each approach. Notably, the content-based approach yielded promising results, achieving a precision rate of 81.03%. Furthermore, we addressed the challenge of cold-starting, which in our context involves predicting scores for either a new project manager lacking competency data or a newly introduced competency without historical records. Our analysis revealed that demographic filtering achieved an average precision of 54.05% when dealing with new project managers. In contrast, content-based filtering exhibited remarkable performance, achieving a precision of 85.79% in predicting scores for new competencies. These findings underscore the potential of recommender systems in competency assessment, thereby facilitating more effective performance evaluation process.

Higher Education Student Support Program Expansion: A Decade of Progress and Success for English as an Additional Language (EAL) and International Students

One method to support English as an additional language (EAL) students in higher education is through the development of an extracurricular support program catered to the specific academic and psychosocial needs of post-secondary EAL students within an individual faculty. In 2009, the Mount Royal University (MRU) EAL Nursing Student Support Program (NSSP) was created to support the EAL student population within MRU's Bachelor of Nursing (BN) faculty. Following over a decade of support program success documented in a series of scholarly publications, this study aims to capture the longitudinal impact of EAL NSSP on the continued success of its alumni within the academic, professional, and personal domains. A hermeneutic approach to phenomenology was used to measure the perceived impact of the student support measures on their professional and personal development. Participant interviews revealed six themes: (a) skills and knowledge obtained from membership in the support program, (b) continued engagement in professional development and leadership opportunities following support program involvement, (c) accomplishments attained following support program membership, (d) future goals, (e) eagerness to help future generations of EAL students, and (f) the need for continued EAL student support. The findings from this study demonstrate the importance of EAL student support in higher education, showcasing the profound, long-term impact that an effective and intentional EAL student support program design can have.

Skeptisisme Profesional Auditor dari Sudut Pandang Filsafat Jawa “Ojo Dumeh, Eling lan Waspodo”

This study aims to explore and analyze auditors' professional skepticism through the lens of Javanese philosophy, specifically the concepts of "Ojo Dumeh, Eling, and Waspodo." Professional skepticism, as the critical and cautious attitude of auditors in performing their duties, is linked to the values and teachings in Javanese philosophy to understand how these principles can enrich and deepen audit practice. The study's findings suggest a striking alignment between the ethos of audit professional skepticism and the Javanese philosophical concept of Ojo Dumeh, Eling lan Waspodo. In essence, audit professional skepticism embodies a mindset of critical inquiry and careful evaluation, mirroring Ojo Dumeh's call to avoid easy acceptance and instead verify information rigorously. The concept of Eling, emphasizing mindfulness and awareness, resonates with auditors' need for meticulous attention to detail. Likewise, Waspodo's emphasis on caution and prudence echoes the fundamental approach of auditors to exercise skepticism and maintain a cautious stance in their assessments. This correspondence underscores the universal value of critical thinking, careful scrutiny, and mindful deliberation across cultural and professional domains.

The scientific knowledge of three large language models in cardiology: multiple choice questions examination-based performance

Background: The integration of artificial intelligence (AI) chatbots like Google’s Bard, OpenAI’s ChatGPT, and Microsoft’s Bing Chatbot into academic and professional domains, including cardiology, has been rapidly evolving. Their application in educational and research frameworks, however, raises questions about their efficacy, particularly in specialized fields like cardiology. This study aims to evaluate the knowledge depth and accuracy of these AI chatbots in cardiology using a multiple-choice question (MCQ) format. Methods: The study was conducted as an exploratory, cross-sectional study in November 2023 on a bank of 100 MCQs covering various cardiology topics that was created from authoritative textbooks and question banks. These MCQs were then used to assess the knowledge level of Google’s Bard, Microsoft Bing, and ChatGPT 4.0. Each question was entered manually into the chatbots, ensuring no memory retention bias. Results: The study found that ChatGPT 4.0 demonstrated the highest knowledge score in cardiology, with 87% accuracy, followed by Bing at 60% and Bard at 46%. The performance varied across different cardiology subtopics, with ChatGPT consistently outperforming the others. Notably, the study revealed significant differences in the proficiency of these chatbots in specific cardiology domains. Conclusion: This study highlights a spectrum of efficacy among AI chatbots in disseminating cardiology knowledge. ChatGPT 4.0 emerged as a potential auxiliary educational resource in cardiology, surpassing traditional learning methods in some aspects. However, the variability in performance among these AI systems underscores the need for cautious evaluation and continuous improvement, especially for chatbots like Bard, to ensure reliability and accuracy in medical knowledge dissemination.

A comprehensive "real need" assessment, a step towardimproving the quality of faculty development programs: A survey-based study in Hormozgan University of Medical Sciences.

Developing a framework to identify the "real" needs of faculty members, the gap between the current and desired conditions, would lead to an effective faculty developmentprogram (FDP) and improve higher education quality and health system promotion. For the first time in Iran, instead of needs assessment based on faculty members preferences or assessing needs only in a few areas, this study aimed to assess the difference between "self-rated level of skill" as the current condition and "perceived importance" as the expected condition, regarding all faculty roles and levels at Hormozgan University of Medical Sciences (HUMS). This study used a research-made questionnaire that included 73 items within nine domains. The content validity of the questionnaire was confirmed, and Cronbach's alpha coefficient ranged from 0.86 to 0.96 for domains. The census method was applied. Participants rated their current skill level and perceived importance for professional development of each item on a 10-anchor scale. Statistical software, SPSS 19, analyzed the data using descriptive statistics and analytic tests. Significant differences existed among participants' ratings of skills and the importance of further training in various areas. Priority professional development domains were e-learning, curriculum development, personal development, program evaluation, leadership and management, student assessment, learning theories and teaching strategies, research and scholarship, and ethics and communication. Additional formal training is required, especially in e-learning and curriculum development, for most faculty members at HUMS to enhance their academic performance. This study is the first needs assessment in Iran based on gaps between current and desired conditions. Conducting a "real needs" assessment before initiating an FDP is necessary for its feasibility.

Is power shifting? China's evolving engagement with UNESCO

AbstractThe United Nations Educational, Scientific and Cultural Organization (UNESCO) presents itself as a global laboratory of ideas. In 2022, China became the largest financial contributor to UNESCO at a time when the United States had been absent from the organisation for 4 years. Against this backdrop, a focus on whether or not China has become a more powerful actor within UNESCO is timely and capable of adding a new dimension to the existing body of literature on China's participation in global governance. This paper draws on UNESCO reports and data, as well as interviews with UNESCO officials and Chinese diplomats. Building on Barnett and Duvall's power typology, the article concludes that China's power within UNESCO has increased, yet unevenly. China is regarded as a moderate contributor rather than a challenger to existing power constellations in terms of compulsory power, structural power and productive power. However, China has shaped new industry norms and rules in the professional domain of UNESCO, reflecting institutional power shifts. Moreover, China's mechanisms of indirect influence within UNESCO have shifted towards a strategy referred to as ‘homeland diplomacy’, expanding the range of stakeholders to include experts, private sector entities and universities.

English communication strategies among Thai logistics professionals

Proficiency in English as a foreign language (EFL) holds significant importance in various professional domains, including the field of logistics. However, not all individuals proficient in EFL possess effective English communication skills. Hence, the objective of this research is to investigate the English communication strategies employed by Thai professionals working in the logistics industry. To receive participants' perspectives, a comprehensive approach involving questionnaires and focus-group interviews was employed. The survey results revealed that the most frequently utilized strategies encompassed rechecking, revising, identifying key concepts, and employing dictionaries, while the least commonly used strategies were self-development, guessing, word coinage, and the use of all-purpose words, respectively. Furthermore, the in-depth insights derived from the interviews revealed that participants employed English communication for diverse purposes, including email correspondence, meetings, ordering processes, and purchasing, thereby necessitating the utilization of distinct strategies for each of the four language skills. Remarkably, website translation tools emerged as vital resources for Thai logistics professionals, forming an integral component of their digital strategy. Ultimately, the findings of this study bear relevance to both pedagogical practices and business English training programs, with specific implications for the logistics industry.

Supportive care needs of adolescents and young adults 5 years after cancer: a qualitative study.

Adolescent and young adult (AYA) survivors who have been treated for cancer during childhood and adolescence are at great risk of the physical, psychological, and social consequences of cancer and its associated treatments. However, compliance with long-term follow-up is low. One possible explanation is that follow-up care fails to meet the expectations of AYA survivors. This study explored the specific supportive care needs of AYA survivors of childhood and adolescent cancer five years post-diagnosis. Semi-structured interviews were conducted with 15 AYA aged 15 to 25 years old. Thematic analyses were conducted to establish categories of supportive care needs and classify them as being met or unmet. Participants reported between 2 and 20 specific needs (M = 11), including needs concerning fertility issues and reassurance regarding relapse (each mentioned by 67% of AYA), followed by the need for locomotor care, follow-up coordination and multidisciplinary care (60% of AYA for each). Participants also reported needs regarding social relationships, administration and finance, and academic and professional domains. Most (69%) of these needs were reportedly unmet, including need of information about cancer repercussions and follow-up, support in managing fatigue and sleep problems, psychological assistance, and support from peers. The supportive care needs are still considerable and varied in AYA survivors of childhood and adolescent cancer 5 years post-diagnosis and are largely unmet. As unmet supportive care needs highlight the gap between available care in follow-up and the real needs of AYA survivors, a better understanding of their supportive care needs and unmet needs, thanks to systematic needs assessment, would enable long-term follow-up care to be adapted, thereby improving compliance and quality of life.

Deep Learning Backward Recognition Model to Improve Pronunciation Accuracy in the Teaching of Spoken English

The advent of speech recognition algorithms has opened new avenues for enhancing pronunciation accuracy in the teaching of spoken English. As English continues to be a global lingua franca, proficiency in spoken communication holds paramount importance for individuals across diverse professional and academic domains. This paper introduces Forward Backward Recognition Deep Learning (FBRDL), a novel approach aimed at leveraging speech recognition algorithms to enhance pronunciation accuracy in the teaching of spoken English. FBRDL incorporates advanced deep learning techniques such as recurrent neural networks (RNNs) and transformers, which excel in modeling sequential data and capturing long-range dependencies. By leveraging these powerful architectures, FBRDL can effectively handle the inherent variability and complexity of speech signals, enabling robust and accurate recognition even in noisy or adverse environments. Moreover, FBRDL is characterized by its adaptability and scalability, making it well-suited for a wide range of applications across industries. Whether in the realm of virtual assistants, automatic transcription, or voice-controlled devices, FBRDL offers a versatile solution capable of meeting the demands of modern speech recognition tasks. FBRDL integrates principles from deep learning with advanced speech recognition techniques to provide learners with real-time feedback and guidance on their pronunciation. By analyzing spoken English inputs and identifying phonetic discrepancies, FBRDL offers targeted interventions tailored to individual learners' needs. FBRDL achieves an average increase in pronunciation accuracy of 20% compared to traditional teaching methods. Moreover, qualitative assessments underscore the effectiveness of FBRDL in facilitating more precise and efficient acquisition of spoken English skills.

Using ChatGPT as a Learning Tool: A Study of Ukrainian Students’ Perceptions

Artificial intelligence and generative AI in higher education emerge as transformative forces, profoundly impacting educational practices and methodologies. This paper explores students’ experiences using ChatGPT for learning purposes and investigates their satisfaction levels with the support provided by this tool. For data collection, the authors developed a questionnaire, and a study was conducted among a random sample of 247 university students from Ukraine graduating in Business, Engineering, and IT. The findings confirm that students most commonly rely on ChatGPT when searching for information and working on language-related tasks, such as text editing and text improvements. The study contributes to a better understanding of AI tool integration in diverse academic disciplines, highlighting the importance of tailored strategies to meet distinct needs and expectations across various specialisms in higher education. Moreover, the findings suggest high satisfaction among students of all three specialisms with using ChatGPT for learning purposes, including working on tasks and assignments, and a positive attitude toward this tool in promoting the quality of learning. The results of this study may encourage administrators and educators at higher education institutions to incorporate good practices on using Generative AI tools into curricula and instructional practices, with relevant guidelines on the use of AI and a substantial focus on developing students’ skills on how to use generative AI tools effectively for different purposes and in various academic and professional domains.

Determinants of screening participation of disadvantaged populations in France: a qualitative study

Background People from deprived backgrounds and people with disability have generally limited access to health screening. This study aimed to identify the factors influencing access to recommended screenings for these disadvantaged groups, to inform development of tailored screening support. Methods Thirty semi-structured interviews were conducted with 18 participants from deprived backgrounds and 12 participants with disability. A content analysis using an analytical framework was performed. Barriers and facilitators to screening participation were categorized in four domains: individual, social, healthcare system/healthcare professional, and screening procedure. Results Most barriers and facilitators pertained to the individual and healthcare system/healthcare professional domains. In the individual domain, fear could have a negative influence on screening participation in both groups. In the social domain, social influences (i.e. having children, knowing people suffering from the disease) were reported as facilitating screening. People with disability reported to be more influenced by factors related to the healthcare domain. Conclusion Our results highlight the need to better consider the environmental factors of individuals, in particular the potential influence of relatives and healthcare professionals, to improve their participation in screening.

Data Work Between the Local and the Global: An Ethnography of a Healthcare Business Intelligence Unit

This paper describes work practices at a public, non-profit healthcare business intelligence unit involved in creating BI reports and sharing these with healthcare management and professionals. Based on ethnographic fieldwork, we detail the various work tasks and processes involved in building data products that are applicable across various wards and healthcare professions, and, at the same time, intelligible and relevant for specific users: a challenge we frame as working with the tension between making the local and the global relevant to each other. We identified four ways in which this tension unfolds in the business intelligence unit's data work: consolidating standards, creating order out of chaos, engaging with healthcare professionals, and negotiating data and conflicts. We provide three contributions: we show how data work can unfold in close collaboration between professional data workers and domain experts; we nuance the existing research on data work by focusing on a less researched group of data workers; and we add to the few detailed ethnographies of business intelligence units.

The Value of Emotional Intelligence: Self-Awareness, Self-Regulation, Motivation, and Empathy as Key Components

This paper aims to review the concept of Emotional Intelligence systematically. In essence, Emotional Intelligence pertains to our capacity to identify, comprehend, and regulate our own emotions, as well as the emotions of others, thereby fostering the cultivation of positive interpersonal connections. This study will examine the dimensions of Emotional Intelligence outlined by researchers, exploring its definitions, associations with age and gender, assessment methods, and overall advantages. Consequently, a comprehensive and methodical review of the existing literature was conducted using prominent academic databases such as Science Direct, Google Scholar, ResearchGate, and APA PsycNet. In summary, Emotional Intelligence is not a singular, homogeneous concept but a combination of various interconnected components. Integrating self-awareness, self-regulation, motivation, and empathy enables individuals to navigate their social environment effectively, rendering emotional intelligence (EI) a precious asset in both personal and professional domains.