Abstract
The study investigates the level of expression, interrelations, and statistically significant differences in social intelligence within the context of students’ educational and professional activities. The sample consisted of second- and third‑year university students representing various fields of study in Kazakhstan Universities. A set of psychodiagnostic instruments adapted and validated for the Kazakhstani population was applied. Average indicators of learning styles and thinking styles were obtained. In terms of social intelligence, students are encouraged to strengthen their competence in verbal expression and to develop logical reasoning that supports effective behavioural responses. These competencies were shown to be associated with creativity and the prognostic aspects of thinking. Significant male advantages were identified in four areas: (1) practical learning style, (2) ability to solve tasks based on behavioural story completion, (3) ability to solve tasks requiring logical completion of behavioural sequences, and (4) analytic thinking style. Significant female advantages were observed in three areas: (1) activist learning style, (1) competence in verbal expression, and (3) realist thinking style. Among learning styles, the activist style demonstrated the highest dependence on external factors, whereas the reflector and pragmatist styles appeared the most autonomous. The findings support the view that social intelligence, within educational and professional activities, reflects students’ ability to understand others, interact effectively in the learning environment, and solve cognitive tasks relevant to professional development. It is recommended that university educational planners consider these results when designing programmes aimed at enhancing students’ social and cognitive competencies.