Emotional Intelligence: A Practical Experience

MQF Level: 7

ECTS Value: 3 ECTS

Self Study Hours: 36

Contact Hours: 15

Assessment Hours: 24


Overall Objectives and Outcomes

An educator needs to be emotionally literate in one’s personal life and at the place of work. In addition, an education must be skilled in equipping students with emotional literacy which is essential for the holistic well-being of the individual. Emotional literacy is a competence that needs to be addressed throughout all lessons. Educators need to be creative to introduce and include emotional literacy in the daily planning of their lessons. Through this module, course participants will be able to work on themselves so that they further develop their emotional literacy skills and reflect on the importance of such skills within the classroom setting.

Course participants will be able to familiarise themselves better with theories of emotional literacy. Practical examples will be presented during lectures so that the course participants will understand better how emotional literacy can be practised in class during different subjects. They will be able to reflect on how this competence can be included and facilitated through different ways and methods.  In this module the focus of the lectures will be on:

  • The understanding of the term emotional literacy;
  • The theory of emotional literacy;
  • The benefits of emotional literacy;
  • The challenges of tackling emotional literacy in class;
  • The way emotional literacy can be practised in the classroom context and in different subjects;
  • Practical examples of how emotional literacy can be addressed in class.

By the end of this programme, participants should be able to:


a. Differentiate between emotional intelligence and emotional literacy;

b. Work on one’s own emotional literacy;

c. Focus on how emotional literacy can be developed in students;

d. Illustrate ways how students can improve their emtional literacy and how their practice enhances emotioanl literacy;

e. Assess the applicability of the theoretical aspects of emotional literacy;

f. Apply the theory of emotional literacy to the classroom context.


a. Define the term emotional literacy and emotional intelligence;

b. Be aware of how much emotionally literate participants are;

c. Define aspects that contribute to emotional literacy;

d. Know the theory of emotional literacy;

e. Familiarise themselves with possible practices for the development of emotional literacy.


a. Apply and critically reflect on the theoretical aspects of emotional literacy to their personal life and classroom setting;

b. Show how emotional literacy and emotional intelligence can take place;

c. Demonstrate ways how to overcome challenges related to emotional literacy;

d. Evaluate different practices of emotional literacy to assess the practicality of each practice.

Assessment Methods

This module will be assessed through: Reflective Tasks and Video Presentation.

Suggested Readings

Core Reading List
  1. Bezzina, A., Falzon, R., & Muscat,M.  (2015). Emotional intelligence and the Maltese personal and social development model.  In Zysberg, L. & Raz, S. (Eds.). Emotional intelligence: Current evidence from psychopathological educational and organisational perspectives (pp. 151-171). New York: Nova Science Publishers, Inc.
  2. Camilleri, S., Caruana, A., Falzon, R., & Muscat, M. (2012). The promotion of emotional literacy through personal and social development: the Maltese experience. Pastoral Care in Education30(1), 19-37.
  3. James, C., Bore, M., & Zito, S. (2012). Emotional intelligence and personality as predictors of psychological well-being. Journal of Psychoeducational Assessment30(4), 425-438.
  4. Bezzina, A. (2022). “I feel what you are feeling”: Neural Processes for Empathy and its Impact on Academic and Holistic Achievement”. Malta Journal of Education, 3(1): 5-14.
Supplementary Reading List
  1. Michaelson, J., Mahony, S., & Schifferes, J. (2012). Measuring wellbeing. A guide for practitioners. A short book for voluntary organizations and community groups. London: NEF.
  2. Feinstein, L., Vorhaus, J., & Sabates, R. (2008). Mental Capital and Wellbeing: Making the most of ourselves in the 21st century. Learning through life: Future challenges, Government Office for Science.
  3. Cross, T. L. (2002). Putting the Well-Being of All Students (Including Gifted Students) First. Gifted Child Today25(4), 14-17.
  4. United Nations Educational, Scientific and Cultural Organization (UNESCO). (2012). Youth and skills: putting education to work. UNESCO, Paris, France.
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