Emotional Intelligence in university classrooms: teaching practices that promote its development

The aim of this paper is to analyze the teaching practices that help the development of Emotional Intelligence (EI) in university students, through a mixed approach with a sequential exploratory derivative design. In the research's first phase, five focus groups were formed, with the participation of 25 students whose results were examined using the technique of content analysis, using the dimensions of the Mayer and Salovey model (1997) as categories. In the second phase, a frequency analysis of the practices obtained from the responses of the focus groups was carried out on a sample of 337 subjects, using the EI Teaching Practice Detection Questionnaire. As a result of the application, students report that only 11 of the 26 practices identified by the instrument are implemented, frequently or very frequently, in higher education classrooms