Emotional Intelligence Through Literature: Conceptual Foundations, Affective Theory, Pedagogy, and Evidence

Abstract

Emotional intelligence (EI) is often discussed in education as a set of abilities related to perceiving, understanding, using, and managing emotions in oneself and others. Literature education offers a meaningful context for developing these abilities because literary texts place students in emotionally difficult situations involving conflict, shame, empathy, moral choice, and interpersonal relationships. This integrative thematic review brings together foundational EI theory, affect theory, literature pedagogy, and empirical research on narrative reading and social-emotional outcomes. It argues that literature can support emotional learning when teachers guide students to identify emotions, interpret characters’ feelings, understand different points of view, and reflect on emotional regulation through discussion and writing. The review also emphasizes the importance of clear definitions, teaching that fits students’ culture, ethical classroom practices, and assessment methods that match the selected EI model. Evidence suggests that reading fiction can support empathy and understanding other people’s thoughts and feelings, but these effects are usually small and may vary across teaching contexts. Therefore, claims about EI in the literature are strongest when they are based on sustained, text-centered instruction rather than on reading exposure alone.