Conference Agenda

Emotional intelligence has become an essential educational resource for university performance, especially in engineering, where cognitive demands and academic stress tend to intensify. With this purpose, the present study assessed the association between this competence and learning styles among engineering students at a university in Lima (Peru), using a quantitative approach with an observational/non-experimental design and correlational analysis. A total of 314 students participated, selected through stratified probabilistic sampling. The measurement of emotional intelligence was based on the theoretical framework of Mayer and Salovey, while learning preferences were estimated using CHAEA (Honey-Alonso); in both cases, high internal reliability was obtained (α = 0.972 and α = 0.951). Statistical testing using Spearman’s correlation showed a strong direct relationship between emotional intelligence and learning styles (ρ = 0.862; p < 0.001), as well as significant links with the active, reflective, and theoretical components. Overall, the data suggest that higher levels of emotional self-awareness and self-regulation are associated with more effective and adaptive learning strategies; therefore, the systematic integration of socio-emotional competency development in engineering education is recommended, in line with SDG 4.