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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Donna Baesa
Divine Word College of Bangued
Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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Empathy In the Digital Age: Exploring the Impact of Emotional Intelligence on Gen Z’s Learning Effectiveness Donna Baesa; Claire Agaton
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 9 (2026): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.07.09.15

Abstract

This study examined the influence of emotional intelligence on learning effectiveness among Gen Z students in digital learning environments. As education becomes increasingly technology-driven, understanding the role of emotion intelligence is important in supporting students’ academic engagement, adaptability, and emotional well-being. The study aimed to determine how emotional intelligence contributes to learning effectiveness and how digital engagement may enhance or limit emotional and academic development. A quantitative descriptive-correlational research design was employed involving 332 university students from different academic programs. Data were collected through an online survey using Schutte Self-report Emotional Intelligence Test and a researcher-made questionnaire on learning effectiveness. Descriptive statistics, t-tests, ANOVA, and Pearson correlation were used to analyze the data. Findings revealed that students demonstrated stronger emotional perception and understanding but experienced challenges in emotion management. Higher levels of emotional intelligence were associated with greater motivation, academic engagement, collaboration, critical thinking, and improved academic performance. Students who participated in structured and interactive digital platforms also showed better emotional regulation and satisfaction with learning experiences. In contrast, excessive and unstructured digital media use was linked to distraction and difficulty managing emotions. Reflective practices and guided digital interactions were found to support emotional clarity and stress management. The study highlights the importance of integrating emotional intelligence development into digital education through emotional literacy activities, peer collaboration, and supportive learning technologies. 
Co-Authors Claire Agaton