Abstract
At the current stage of societal development, the demands placed on the education system, the quality of professional training, and the formation of essential professional characteristics are on the rise. These foundationsare predominantly established during university-level training. An individual's social success is undoubtedly linked to their knowledge, skills, erudition, and overall ability to think -collectively referred to as general intelligence. However, often possessing a high level of general intelligence alone is insufficient. The concept of emotional intelligence emerged as a response to the evolving understanding of general intelligence in social contexts. It became evident that there could be a significant gap between a person's general intelligence and their social success, particularly in university environments. Consequently, emotional intelligence has been recognized as a crucial factor influencing the effectiveness of future professionals, as it promotesa humanistic approach to personal development and training, facilitates self-acceptance, and supports the personal maturity of upcoming professionals.The authors advocate for the necessity of nurturing emotional intelligence among students to effectivelyaddress professional challenges. Within contemporary educational contexts, fostering social success among future educators has become a critical objective, especially given the evolving demands of the teaching profession and the increasing socio-cultural dynamism. A teacher's social success extends beyond merely possessing professional skills and knowledge; it encompasses a comprehensive set of competencies that enable effective interaction with students, colleagues, parents, and society at large.