<![CDATA[This study examines emotional intelligence in Western psychological theories and integrates its principal dimensions with Islamic educational values to formulate a more comprehensive conceptual framework. The research employed a qualitative library research design by reviewing books, peer-reviewed journal articles, and other scholarly publications relevant to emotional intelligence, Islamic psychology, and Islamic education. Data were organized thematically and analyzed through content analysis, comparative-conceptual analysis, and integrative synthesis. The findings indicate that Western theories emphasize the capacity to recognize, understand, regulate, and use emotions to support academic achievement, social adjustment, and effective interpersonal functioning. Islamic education places emotional management within a broader moral and spiritual orientation involving qalb, nafs, muhasabah, mujahadah al-nafs, rahmah, ikhlas, istiqamah, and tazkiyah al-nafs. The synthesis reveals conceptual correspondence between self-awareness and muhasabah, self-regulation and mujahadah al-nafs, empathy and rahmah, as well as self-motivation and ikhlas-istiqamah. The study concludes that emotional intelligence in Islamic education can be understood simultaneously as a psychological competence and a process of moral-spiritual formation, providing a conceptual basis for more holistic teaching and character development.]]>
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