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Digital transformation has positioned artificial intelligence (AI) as a major driver of organizational change and innovation. This study aims to analyze the influence of AI implementation on transformational leadership dynamics and the shifting role of leaders in managing human resources through a Systematic Literature Review of reputable studies published within the last five years. The findings indicate that AI acts as a catalyst in strengthening the dimensions of intellectual stimulation and individualized consideration through predictive analytics and talent personalization. The automation of administrative and repetitive tasks enables leaders to focus more on strategic vision, organizational innovation, decision-making, and emotional engagement with employees. However, the effectiveness of AI implementation is highly dependent on leaders’ digital literacy, adaptive capabilities, and readiness to integrate technology into organizational processes. This study contributes by proposing a hybrid leadership framework that combines artificial intelligence with human emotional intelligence to support more effective leadership practices. The practical implications emphasize the importance of leadership development that prioritizes empathy, ethical awareness, and algorithmic transparency in order to maintain trust, encourage sustainable innovation, and strengthen organizational resilience in increasingly dynamic and volatile environments.

Psychological well-being in the workplace and educational environment is influenced not only by policies and facilities but also by psychological approaches that touch on individuals' mental, emotional, and spiritual aspects. This study aims to explain how psychological approaches can enhance well-being and motivation. The results of the study show that integrating Islamic educational values, mindfulness, and emotional intelligence can help individuals manage stress, increase self-confidence, and strengthen the meaning of life. In addition, adjusting learning materials to the needs of students also plays a role in supporting mental health. Individual motivation can be increased through approaches that align with psychological needs, such as fulfilling basic needs, providing rewards, and supporting autonomy and social relationships. The implementation of strategies such as open communication, good leadership, and a comfortable work environment also contributes to increasing motivation and performance. Thus, the psychological approach has an important role in creating a healthy, productive, and sustainable educational and organizational environment.

Forgiveness can be described as a response given by someone who has experienced hurt in order to avoid revenge and expressions of anger towards the perpetrator, while choosing to show compassion, affection, love, and positive behavior. One of the factors that influence forgiveness is emotional intelligence, which includes an individual's ability to motivate themselves, show resilience to failure, control emotions, maintain satisfaction, and regulate psychological conditions. The purpose of this study was to determine whether there is a relationship between emotional intelligence and the level of forgiveness among high school students in Montong District. This research is non experimental with a correlational analytical design using a cross sectional approach. The research population included 592 high school students in Montong District. The sampling technique applied was probability sampling with cluster random sampling, resulting in a sample of 239 students. Data collection was conducted using questionnaires that measured emotional intelligence and forgiveness. The results of the analysis using the Spearman test at α = 0.05 showed p = 0.000 < 0.05 with a correlation coefficient of r = 0.389, indicating a low relationship between the two variables, thus accepting the hypothesis. Based on this description, it can be concluded that there is a relationship between emotional intelligence and the level of forgiveness among high school students in Montong District.

Transformational leadership has a strong and positive impact on employee performance across various organizational sectors. This leadership style, which is based on four main dimensions—Idealized Influence, Inspirational Motivation, Intellectual Stimulation, and Individualized Consideration plays a very important role in creating a shared vision, driving high internal motivation, and producing positive change. Research shows that this positive influence is often affected by factors such as commitment to the organization, job involvement, and organizational behavior. By encouraging employees to put aside personal interests to achieve collective goals, transformational leaders enhance effectiveness, productivity, and the quality of work outcomes. Bass's theory (1985) states that this leadership style drives performance beyond normal expectations. The conclusion of this study emphasizes that the application of transformational leadership style is crucial for organizational management in efforts to improve the quality of human resources. Companies are advised to conduct leadership training that focuses on developing emotional intelligence and visionary communication skills for managers.

This study aims to explore students' experiences, reflections, and perceptions of innovative learning in drama studies through digital performance. This qualitative descriptive research utilized a case study approach with 36 students enrolled in the Drama Studies course (2025/2026) within the Indonesian Language and Literature Education program at Universitas Singaperbangsa Karawang. Primary data consisted of students' written reflections and digital performance artifacts, supported by secondary data from literature on constructivism, dual coding/multisensory theory, and emotional intelligence, as well as curriculum documents. Data collection involved documentation, participatory observation, and semi-structured interviews. Data analysis employed thematic analysis through systematic steps including reading, coding, categorization, interpretation, and presentation. Data validity was ensured through source triangulation, member checking, and peer debriefing. The findings indicate that digital performance provides positive learning experiences, strengthens the integration of theory and practice, fosters problem-solving skills, and develops collaboration, empathy, and students' emotional intelligence. These results affirm that digital performance-based drama learning is a pedagogical innovation relevant to 21st-century competencies and can serve as a model for project-based curriculum development in literature education.

This study analyzes the role of emotional intelligence in mediating the influence of business risk perception and entrepreneurial knowledge on digital entrepreneurship intention. Using PLS-SEM, the results show that business risk perception and entrepreneurial knowledge significantly influence emotional intelligence, and that risk perception and emotional intelligence significantly influence digital entrepreneurship intention. However, entrepreneurial knowledge does not directly influence digital entrepreneurial intention, and emotional intelligence does not mediate these two relationships. These findings confirm that digital entrepreneurial intention is more influenced by risk perception and emotional ability than by entrepreneurial knowledge alone.

Effective collaboration is a strategic imperative for contemporary organizations, yet its success hinges critically on team dynamics and underlying psychological factors like Trust and Psychological Safety. The purpose of this Systematic Literature Review (SLR) was to synthesize empirical research published between 2020 and 2025 to clarify how these psychological factors influence collaboration and team performance. Following the PRISMA guidelines, a rigorous search on Google Scholar using keywords such as "team performance," "psychological factors," and "collaboration" resulted in the final inclusion of 15 articles for in-depth synthesis. Findings confirm that Trust is the most vital psychological construct, acting as a crucial mediator: it successfully transmits the positive effects of Transactional Leadership on employee performance and, conversely, mediates the detrimental effect of Toxic Leadership leading to Employee Silence. Leadership Soft Skills and Emotional Intelligence are identified as primary antecedents that build perceived trustworthiness, which, in turn, significantly reduces Turnover Intention. The review also highlights emerging contexts: trust is now influenced by Agent-Related Factors in Human-AI Teams (HATs), and unconventional factors like Corporate Comedy are found to positively contribute to Group Cohesion. However, contradictory findings regarding trust's role in Knowledge Sharing suggest a significant research gap. This SLR concludes that building psychological capital is fundamental to effective collaboration and recommends that future research utilize Structural Equation Modeling (SEM) to validate conceptual frameworks and employ mixed-methods approaches to resolve contextual conflicts within the literature.

Accounting understanding is one of the essential competencies that accounting students must possess to support both academic and professional success. However, this level of understanding is not only affected by cognitive factors but also by non-cognitive factors such as emotional intelligence and learning interest toward the level of accounting understanding among students. This research employs a quantitative approach with a survey method involving students of the 2022 cohort from the undergraduate accounting study program, Faculty of Economics and Business, Udayana University. The population in this study consists of 2022 cohort students of the undergraduate accounting study program at Udayana University. The sample was determined using a random sampling method, and the total population was processed using the Slovin formula, resulting in 100 samples. Data analysis was conducted using SPSS. The results of this study indicate that emotional intelligence and learning interest have a positive effect on the level of accounting understanding. These findings provide empirical insights into the main factors that affect the level of accounting understanding among students.

This study aims to analyze the influence of emotional intelligence, work discipline, and job commitment on employee productivity at DP3AP2KB Kota Kediri. The research employed a quantitative approach with a population of 45 employees, all of whom were included as the sample using a saturated sampling technique. The research instrument was a five-point Likert-scale questionnaire tested for validity and reliability. Data were analyzed using multiple linear regression with the aid of SPSS version 25, preceded by validity, reliability, and classical assumption tests (normality, multicollinearity, and heteroscedasticity). The results indicate that emotional intelligence has a significant partial effect on employee productivity, while work discipline and job commitment show no significant effect. However, simultaneously, the three independent variables significantly affect productivity with an Adjusted R² value of 0.846. These findings highlight that emotional intelligence is the dominant factor influencing productivity, whereas work discipline and job commitment function more as basic requirements already embedded within bureaucratic systems. The practical implication of this study suggests the need for soft skill development programs, emotional management training, and the improvement of employees’ interpersonal skills to enhance productivity in the public sector.

This article discusses the importance of implementing Higher Order Thinking Skills (HOTS)-based learning evaluation in Islamic Religious Education (PAI) subjects. This topic is very crucial considering that PAI in the modern era is not sufficiently delivered through conventional methods such as memorization and lectures, but must encourage students to think critically, creatively, and reflectively towards religious teachings. The method used in this writing is a library research with a qualitative descriptive approach, reviewing relevant literature related to HOTS and its implementation in PAI learning evaluation. The results of the study indicate that HOTS-based evaluation is able to develop students' abilities in analyzing, evaluating, and creating solutions to contextual problems, thus supporting the formation of adaptive and highly reasoned religious characters. The implication is that the application of HOTS-based evaluation in PAI learning contributes significantly to students' cognitive development and is very relevant in the study of developmental psychology, especially in forming balanced intellectual and emotional intelligence.

This study examines the impact of self-efficacy, emotional intelligence, and digital skills on student job readiness in the era of digital fatigue. This study used a descriptive method and involved 202 students from Subang studying in the Special Region of Yogyakarta (DIY), selected using a purposive sampling technique. Data were collected through an online questionnaire and analyzed using multiple linear regression with the help of SPSS. The results show that self-confidence, emotional intelligence, and digital skills each have a positive and significant impact on job readiness, and together increase students' adaptability and resilience in the era digital fatigue. These findings emphasize the importance of building self-confidence, managing emotions, and mastering digital skills to mitigate the impact of digital fatigue and prepare students for increasingly competitive and modern job markets. The results of this study can serve as a reference for students, lecturers, and policymakers in developing strategies that combine mental readiness and mastery of digital skills in the educational process at universities.   This study examines the impact of self-efficacy, emotional intelligence, and digital skills on student job readiness in the era of digital fatigue. This study used a descriptive method and involved 202 students from Subang studying in the Special Region of Yogyakarta (DIY), selected using a purposive sampling technique. Data were collected through an online questionnaire and analyzed using multiple linear regression with the help of SPSS. The results show that self-confidence, emotional intelligence, and digital skills each have a positive and significant impact on job readiness, and together increase students' adaptability and resilience in the era digital fatigue. These findings emphasize the importance of building self-confidence, managing emotions, and mastering digital skills to mitigate the impact of digital fatigue and prepare students for increasingly competitive and modern job markets. The results of this study can serve as a reference for students, lecturers, and policymakers in developing strategies that combine mental readiness and mastery of digital skills in the educational process at universities.  

This study aims to analyze the role of psychological well-being as a mediator in the influence of emotional, spiritual, and intellectual intelligence on lecturer performance, with job demands as a moderating variable. The study used a quantitative design with a survey method on 130 university lecturers. Data were collected through a structured questionnaire that measured emotional, spiritual, intellectual intelligence, psychological well-being, job demands, and lecturer performance, then analyzed using structural equation modeling (SEM-PLS). The results showed that emotional intelligence did not significantly influence lecturer psychological well-being or performance. Intellectual and spiritual intelligence had a significant positive effect on psychological well-being, but did not have a direct impact on performance. Psychological well-being was also not proven to be a mediator in the relationship between the three intelligences and performance. Conversely, job demands had a strong and significant direct influence on lecturer performance, although its moderating role in the relationship between psychological well-being and performance was not supported. These findings confirm that external factors such as workload and job pressure are more dominant in determining lecturer performance than internal psychological factors. Practically, the implications of this study encourage universities to manage workload distribution proportionally, provide organizational support, and create a conducive work environment. Theoretically, this study enriches the Job Demands–Resources framework by demonstrating that psychological well-being has a limited impact when job demands are high. Future research is recommended using more valid instruments and longitudinal designs to gain a deeper understanding.

Leadership is not just about being a leader within an organization. It requires effective communication strategies and approaches. However, leadership changes when there are weaknesses in implementing communication methods with the team. Internal conflict, pressure from leaders, leadership style, and a leader's personality in facing challenges and problems are all factors. The purpose of this study is to deeply understand the relationship between leadership, emotional intelligence, and performance in an organizational context through a qualitative approach. The research method is derived from references in books and journals related to the topic under study. This study explores how leadership styles, interact with dimensions of emotional intelligence, including self-awareness, self-regulation, empathy, intrinsic motivation, and social skills, to influence individual and team performance. The study found that leaders with high emotional intelligence tend to implement an adaptive and inclusive leadership approach, create a conducive work climate, strengthen trust, and increase member engagement and productivity. The findings also reveal that emotional intelligence is not merely a supporting competency but also functions as a critical moderator of leadership effectiveness in achieving performance. This research provides theoretical contributions by enriching a holistic understanding of the psychosocial dynamics of leadership, as well as practical implications for the development of emotional intelligence-based leadership training programs through detailed quantitative and object-based research.

This study explores the impact of emotional intelligence and work–life balance on organizational commitment, with job satisfaction serving as a mediating variable, in the context of couriers at JNE Denpasar. Utilizing a quantitative research design, the study applies Partial Least Square (PLS) Structural Equation Modeling (SEM) to analyze data collected from 56 participants through a census sampling method. The findings reveal that emotional intelligence has a direct and significant effect on organizational commitment, indicating that employees with higher emotional intelligence tend to demonstrate stronger loyalty and dedication to their organization. However, emotional intelligence does not show a significant influence on job satisfaction, suggesting that other factors may contribute to employees' overall contentment at work. Conversely, work–life balance significantly affects job satisfaction, highlighting the importance of maintaining a healthy equilibrium between professional and personal responsibilities. Despite this, work–life balance does not directly influence organizational commitment. Further analysis indicates that job satisfaction fully mediates the relationship between work–life balance and organizational commitment, demonstrating that employees who achieve a better work–life balance are more likely to be satisfied with their jobs, which in turn enhances their commitment to the organization. However, job satisfaction does not serve as a mediator between emotional intelligence and organizational commitment, implying a more direct pathway between these two variables. These results align with the Theory of Planned Behavior, emphasizing that positive attitudes, reflected through job satisfaction, play a critical role in fostering behaviors associated with organizational commitment. From a practical perspective, the study highlights the importance for companies, particularly in the logistics industry, to invest in initiatives that enhance emotional intelligence and promote effective work–life balance strategies. By doing so, organizations can cultivate stronger employee loyalty, improve engagement, and foster a more committed workforce, ultimately contributing to better organizational performance and stability.

This study was conducted at Family Pharmacy in Pekanbaru City with the objective of examining the relationship between emotional intelligence and work stress, as well as their combined effect on employee performance. The research population consisted of all 150 employees in the production department. Using the Slovin formula, a sample of 60 respondents was selected through accidental sampling. Data collection was carried out via an online questionnaire distributed through Google Forms. The analytical methods employed were correlation analysis to assess the relationship between variables and multiple linear regression to measure their simultaneous influence on performance. The results indicated a negative relationship between emotional intelligence and work stress, meaning that employees with higher emotional intelligence tended to experience lower levels of work stress. Furthermore, when examined together, emotional intelligence and work stress had a significant impact on employee performance. Specifically, these two variables contributed 47.4% to the variance in performance, while the remaining 52.6% was influenced by other factors not addressed in this study. The findings highlight the importance of emotional intelligence as a critical factor in managing workplace stress and enhancing performance, especially in the pharmaceutical industry where precision, cooperation, and adaptability are essential. Improving employees’ emotional intelligence may serve as a strategic approach to reducing work-related stress and fostering better performance outcomes. Organizations are therefore encouraged to invest in training and development programs that emphasize emotional regulation, empathy, interpersonal skills, and effective communication. Future research should consider incorporating additional variables such as work motivation, organizational culture, leadership style, and job satisfaction to gain a more comprehensive understanding of the determinants of employee performance. Expanding the research scope to different departments and industries could also provide broader insights into how emotional intelligence and work stress interact across diverse work settings.

This research is motivated by the importance of strengthening emotional intelligence in early childhood as a foundation for character building and social abilities. One approach used is through dance education. The purpose of this study is to examine the dance learning process at the Lab School Early Childhood Education (PAUD) of Universitas Negeri Semarang and to analyze the function of dance education in strengthening emotional intelligence. The method used is descriptive qualitative with observation, interview, and documentation techniques. The results show that dance education at the UNNES Lab School PAUD is part of the intraclass curriculum. The dance material provided is adjusted to the learning themes and objectives. The dance learning process is conducted in an enjoyable manner, helping to strengthen children's emotional intelligence. This is evident in their ability to control themselves and in their social skills, including learning to wait their turn, follow rules, manage emotions, cooperate, and show empathy during the dance process. Through age-appropriate approaches and teacher support, dance learning serves as an effective medium for fostering aspects of emotional intelligence in early childhood.

Education is a conscious and structured effort aimed at creating an environment and process that actively facilitates learners in developing their full potential. This includes nurturing their spiritual and moral values, self-control, intelligence, strong character, and essential life skills required for personal development and meaningful contributions to society, the nation, and the global community. At its core, education serves to empower students to realize and utilize their capabilities for future life challenges. It acts as a foundational medium through which younger generations acquire essential life skills, enabling them to integrate effectively into society. Moreover, education plays a pivotal role not only in the personal growth of individuals but also in the advancement of a nation. High-quality education is defined by its capacity to equip students with the competence to confront and resolve real-world problems. This notion becomes increasingly critical as learners transition from academic settings to the workforce and community life, where they are expected to apply their knowledge and skills practically. However, the success or failure of educational outcomes is largely determined by the curriculum. A well-designed curriculum should cultivate critical awareness and empower students to navigate complex social and professional environments. It should also promote creativity, critical thinking, and collaboration, which are essential skills in today’s rapidly changing world. Furthermore, education should not be viewed merely as a means to acquire knowledge but as a holistic process that fosters emotional intelligence and social responsibility. By integrating various disciplines and encouraging interdisciplinary learning, education can help students develop a broader perspective on global issues, such as climate change, social justice, and economic inequality. In addition, the role of educators is crucial in this process.

Employee turnover intention remains one of the pressing challenges for organizations striving to maintain workforce stability. This study investigates how emotional intelligence influences employees’ intention to leave, with job satisfaction positioned as a mediating factor. Grounded in the Traditional Turnover Theory, the research was conducted at PT. Mabhakti, located at Jl. Nangka No. 29, Dangin Puri Kaja, North Denpasar, Bali, Indonesia. The study involved a total of 40 employees, all of whom were included as respondents using a census or saturated sampling approach. Data collection was carried out through structured interviews and questionnaires, and the analysis was performed using path analysis via SPSS. The findings reveal that emotional intelligence negatively and significantly affects turnover intention, while it positively and significantly influences job satisfaction. Additionally, job satisfaction itself negatively affects turnover intention and plays a significant mediating role in the relationship between emotional intelligence and turnover intention. These outcomes reinforce the Traditional Turnover Theory, highlighting that emotionally intelligent employees are more likely to experience internal positive drivers—such as self-motivation and emotional resilience—that contribute to job satisfaction and, consequently, a reduced desire to leave. The study underscores the importance of fostering emotional intelligence and enhancing job satisfaction as strategic approaches to curbing turnover intention and promoting organizational stability and productivity.

Toxic professional relationships—characterized by subtle exclusion, politicized decision-making, and emotional suppression—are a prevalent yet underexamined concern in academic institutions. This research emphasizes the psychological, pedagogical, and emotional repercussions for educators in situations characterized by workplace conflict, in contrast to prior studies that primarily examine structural factors. The study seeks to examine how educators perceive, interpret, and react to toxic dynamics, especially via reflective processes. We gathered data from three years of anonymized reflective journaling employing a qualitative, narrative-reflective methodology and conducted a theme analysis. Research highlights three main themes: the emotional effort needed to maintain professionalism despite feeling excluded, changes in teaching methods as a way to resist and find meaning, and how reflective practice helps teachers stay true to their teaching values. The analysis further demonstrates how gender and early-career status exacerbate susceptibility to toxic dynamics. The study prioritizes ethical contemplation as a transforming practice and a means of action instead of providing prescriptive solutions. Institutions should implement emotional intelligence training, equitable task allocation, and peer support mechanisms to cultivate more equal academic settings. This research advocates for a work culture founded on explicit performance expectations, mutual respect, compassion, and integrity in education, facilitating a deeper comprehension of teachers' authentic experiences in challenging school environments.

This research aims to test and analyze the influence of financial literacy, financial behavior and emotional intelligence on investment decisions for generation Z in the city of Surabaya. This research uses a quantitative research approach with multiple linear regression analysis methods with a total of 190 samples who are capital market investors in the city of Surabaya with a generation Z background. The results of the research show that: (1) Financial literacy negatively and significantly influences capital market investment decisions in generation Z in the city of Surabaya; (2) Financial behavior positively and significantly influences capital market investment decisions among generation Z in the city of Surabaya; (3) Emotional intelligence negatively and significantly influences capital market investment decisions in generation Z in the city of Surabaya.