<![CDATA[This study aims to explore the strategic role of a love-based curriculum in developing students' emotional intelligence amidst educational challenges that tend to be mechanistic. The research method employed is library research with a qualitative-descriptive approach, where data were collected through content analysis of various primary and secondary literatures relevant to the pedagogy of love and emotional intelligence. The results indicate that the implementation of a love-based curriculum is capable of transforming the learning environment into a psychologically safe ecosystem, thereby significantly stimulating students' self-awareness, emotional regulation, and intrinsic motivation. Love, integrated into the curricular structure, is proven to act as a catalyst for the growth of empathy and social skills through role modeling demonstrated by educators. The resulting behavioral changes are not a form of external compliance but rather a manifestation of new awareness and authentic emotional maturity. In conclusion, a love-based curriculum is a crucial instrument in carrying out social transformation within the educational environment to produce a generation that is not only intellectually superior but also possesses high mental resilience and social sensitivity. This study recommends the importance of affective competence training for educators as a main pillar for the success of this curriculum]]>
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