Emotional intelligence in health sciences education: a qualitative study of student success and leadership development

Abstract

Background

Emotional intelligence (EI) is increasingly recognized as a critical competency in health professions education, influencing students’ ability to manage stress, engage in effective teamwork, and develop leadership capacity. Despite its importance, the integration of EI into health sciences curricula remains inconsistent, particularly within rapidly evolving educational contexts such as those shaped by Saudi Vision 2030. Limited qualitative evidence exists exploring how EI is experienced and applied by health sciences students in relation to academic success and leadership development.

Objective

This study aimed to explore the role of emotional intelligence in shaping academic success and leadership development among undergraduate health sciences students at a public university in Saudi Arabia.

Methods

A qualitative descriptive design, informed by a pragmatic epistemological approach, was employed. Data were collected through semi-structured, in-depth interviews with 24 purposively selected undergraduate students from multiple health sciences disciplines. Interviews were audio-recorded, transcribed verbatim, and analyzed using reflexive thematic analysis as outlined by Virginia Braun and Victoria Clarke. Rigor ensured trustworthiness, including credibility, dependability, transferability, and confirmability.

Results

Five interrelated themes were identified: (1) EI as self-awareness and emotional regulation, (2) EI as a mechanism for managing academic stress, (3) EI in interpersonal relationships and teamwork, (4) EI as the foundation of leadership development, and (5) the educational environment and institutional gap. Emotional intelligence has increasingly been recognized as a vital competency that students can develop over time, playing a significant role in helping them navigate academic challenges, cultivate strong interpersonal relationships, work effectively within teams, and prepare for leadership roles. Emotional intelligence is found to be not just an inherent trait; it can develop through reflective learning and a variety of educational experiences, emphasizing the importance of deliberately nurturing emotional intelligence in educational settings, motivating students to actively participate in their personal and academic development.

Conclusion

EI plays a pivotal role in supporting academic success and leadership development among health sciences students, yet remains insufficiently embedded within formal education. Integrating EI into health sciences curricula through structured, experiential, and contextually relevant approaches is essential to align educational practice with competency-based reform goals.

Supplementary Information

The online version contains supplementary material available at https://doi.org/10.1186/s12909-026-10005-3.

Introduction

Emotional intelligence (EI) refers to the ability to perceive, understand, and manage emotions effectively, a skill essential in the high-stress environment of healthcare [1]. Within healthcare contexts, EI is recognized as a critical non-cognitive competency that underpins effective clinical practice, particularly in high-stress, patient-centered environments where interpersonal sensitivity and emotional regulation are essential [2]. It is increasingly recognized as a critical driver of patient safety, as high EI helps mitigate the impact of errors that account for up to 80% of medical errors [3, 4]. Conceptually, EI encompasses a set of interrelated abilities that enable individuals to interpret emotional cues, manage their own emotional responses, and respond appropriately to the emotions of others, which are commonly operationalized through five core dimensions: self-awareness, self-regulation, motivation, empathy, and social skills, all of which collectively facilitate effective communication, teamwork, and patient care [1–3].

The increasing prioritization of emotional intelligence (EI) within health professions education is a key strategic response to the high levels of stress, burnout, and mental health challenges facing students and professionals globally [5, 6]. Empirical evidence consistently demonstrates a significant negative correlation between EI and burnout, establishing that higher EI is a crucial protective factor against emotional exhaustion, depersonalization, and low personal accomplishment [6–8]. Health sciences students (medicine, nursing, and allied health) frequently experience high levels of academic and emotional stress, with studies indicating that 86.13% of these students report moderate to high academic stress levels [9].

This environment is driven by rigorous curricula, intense workload, and early exposure to clinical responsibilities, often leading to a significant impact on their psychological well-being, such as anxiety and depression [10, 11]. Furthermore, these stresses are highest during the transition to clinical years, where students face increased responsibility and direct patient interaction [12]. Within this context, empirical findings suggest that integrating structured emotional intelligence through mindfulness-based emotional regulation programs to enhance stress resilience, scenario-based simulations to improve emotional perception and management, and peer-mentorship initiatives to strengthen self-efficacy in health science education [13, 14].

Beyond individual well-being, EI has broader implications for healthcare quality and leadership. Studies in healthcare organizations demonstrate that emotionally intelligent professionals exhibit improved decision-making, stronger teamwork, and higher quality patient care. EI is also linked to psychological empowerment and professional well-being, both of which are essential for sustaining effective healthcare systems [15]. Leadership literature increasingly positions Emotional Intelligence (EI) as a critical determinant of effective leadership in healthcare, acting as a foundational skill for managing complex team dynamics, navigating high-stakes conflict resolution, and enhancing organizational performance [16, 17]. In modern, high-pressure healthcare systems that demand collaborative, adaptive, and patient-centered approaches, EI is considered a “social radar” that enables leaders to understand, engage, and motivate teams, reducing burnout while improving patient outcomes [18, 19].

Despite the growing recognition of emotional intelligence (EI) as a critical competency for healthcare professionals, its integration into health sciences curricula remains inconsistent and fragmented [20]. This increasing advocacy for EI training aimed at improving leadership, communication, and stress management among medical professionals is supported by a growing body of research that often reports positive, albeit inconsistent, outcomes. Emerging evidence from systematic reviews suggests that EI can be meaningfully developed through structured, multi-session, and experiential learning approaches, particularly when interventions incorporate reflective practice, feedback mechanisms, and longitudinal reinforcement [21]. Furthermore, recent meta-analyses in healthcare contexts indicate that such interventions are associated with improvements in selected individual-level outcomes, including reductions in burnout and enhancements in communication skills; however, these effects are often context-dependent and inconsistently sustained over time [22].

Saudi Arabia is rapidly reforming its higher education system, particularly in the health sciences, to align with Vision 2030 by shifting toward competency-based education, leadership, and global standards [23]. This transformation is further characterized by the expansion of medical and health sciences programs to meet projected workforce demands, alongside curricular innovations such as problem-based learning and strengthened quality assurance frameworks aimed at improving graduate readiness for an evolving healthcare system [24, 25]. However, despite these structural and pedagogical advancements, the integration of emotional intelligence (EI) as a core educational component remains limited and insufficiently operationalized [26, 27]. Context-specific investigation of Emotional Intelligence (EI) in Saudi Arabia is essential because traditional Western-based EI models often conflict with local cultural norms of emotional restraint, high-power distance, and collectivism [26, 28]. Without adapting the EI curriculum to reflect Saudi cultural and religious values, programs risk being perceived as ineffective or fostering resistance among students [29].

Given these gaps, there is a compelling need for in-depth, contextually grounded research that moves beyond measurement to explore the meaning, relevance, and application of EI in health sciences education. Existing studies often rely on self-report questionnaires, which can introduce bias and yield inconsistent findings on how EI changes during clinical training, underscoring the need for further research [29, 30]. A qualitative approach is particularly well-suited to exploring the complex interplay among emotional competencies, academic success, and leadership development because it allows researchers to investigate the “how” and “why” behind human experiences [31]. Guided conceptually by the Mayer–Salovey–Caruso Ability Model of Emotional Intelligence [32], this study aimed to explore how undergraduate health sciences students perceive and experience emotional intelligence and how these experiences shape academic success, stress management, interpersonal relationships, teamwork, and leadership readiness within a Saudi Arabian higher education context.

The Mayer–Salovey–Caruso Ability Model of Emotional Intelligence model conceptualizes emotional intelligence as a set of cognitive-emotional abilities that enable individuals to perceive emotions accurately, use emotions to facilitate thinking, understand emotional meanings, and regulate emotions effectively [32, 33]. Unlike trait-based approaches that view emotional intelligence as a relatively stable personality characteristic, the ability model considers emotional intelligence a developmental competency that can be strengthened through learning, experience, and reflective practice [34]. In health sciences education, this framework is particularly relevant because students routinely encounter emotionally demanding academic, interpersonal, and clinical situations that require adaptive emotional processing, effective communication, teamwork, and leadership [35]. Consequently, the ability model offers a suitable conceptual lens for understanding how emotional intelligence contributes to academic success and leadership development among health sciences students.

Methodology

Study design

A qualitative descriptive design, underpinned by a pragmatic epistemological orientation, was employed to facilitate exploration of students’ experiences and perceptions of emotional intelligence within their educational context. Pragmatic epistemological used to allow for the exploration of contextually grounded experiences while prioritizing the practical relevance of findings for educational settings [36]. In this framework, knowledge is viewed as co-constructed through participants’ experiences and researchers’ interpretations, with a focus on producing findings that are directly applicable to real-world academic and clinical environments [37].

Study setting and participants

The study was carried out at the College of Public Health and Health Informatics, University of Hail, Saudi Arabia. Participants were recruited from a range of health sciences departments, including Public Health, Health Informatics, Health Administration, and Occupational Health and Safety. This multifaceted recruitment strategy not only facilitated the examination of diverse educational experiences but also ensured that all participants shared a common institutional framework, enriching the study’s insights and findings.

Eligibility, sampling, and recruitment

To explore the relationship between emotional intelligence, academic experiences, and leadership development among students in health sciences, a purposive sampling approach was utilized for participant recruitment. This method aimed to gather insights from individuals who could provide valuable perspectives on these interconnected themes. The eligibility criteria focused on undergraduate students enrolled in health sciences programs at the University of Hail, specifically within the fields of Public Health, Health Informatics, Health Administration, and Occupational Health and Safety.

To ensure participants had a comprehensive understanding of university life and its academic challenges, only those who had completed at least one academic year were considered. Additionally, participants were required to be open to discussing their academic, interpersonal, and leadership experiences and demonstrate effective communication skills in either Arabic or English.

Students were excluded from the study if they were in their first academic semester, had limited exposure to the university’s academic and social environments, were on academic leave during the research period, or opted not to participate. These criteria were implemented to guarantee that participants possessed adequate experiences and reflections regarding the role of emotional intelligence in their educational journeys.

The recruitment process was guided by the principle of information power, which posits that the relevance of information within a sample reduces the number of participants required. In this study, information power was deemed ample due to its focused research aim, the sharing of pertinent experiences by health sciences students, the generation of detailed narratives during interviews, and the analysis aimed at obtaining an in-depth understanding of emotional intelligence within a specific educational context.

Recruitment continued until the research team identified that additional interviews were primarily refining and confirming existing insights rather than significantly expanding the conceptual understanding of the phenomenon. Ultimately, 24 participants were determined to be sufficient for achieving the study objectives and facilitating a thorough thematic analysis. Consistent with the principle of information power, the later interviews mostly enhanced the clarity and validation of previously gathered insights, rather than introducing entirely new conceptual frameworks. Thus, the final sample was recognized as being sufficiently rich in information to effectively address the study objectives.

Data collection

Interviews were carried out either in person or via secure online platforms, depending on the preferences and availability of the participants. To ensure consistency across different formats, a uniform semi-structured interview guide and set of procedures were implemented. During the analysis phase, it was noted that there were no significant differences in participant engagement, the depth of their responses, or the thematic content derived from the interviews conducted through either mode, and both face-to-face and online interviews can yield comparable qualitative insights. An interview guide was developed based on a review of relevant literature on emotional intelligence, academic engagement, and leadership development, and was iteratively refined throughout the data collection process (Supplementary file 1). The guide comprised open-ended questions designed to elicit detailed accounts of participants’ understanding of EI, their experiences managing academic and interpersonal challenges, and their perceptions of how EI influences academic performance, teamwork, clinical interactions, and leadership development. Interviews lasted approximately 25 to 30 min and were audio-recorded with participants’ informed consent. In addition, field notes were documented immediately following each interview to capture contextual observations, non-verbal cues, and preliminary analytical reflections, thereby enriching the dataset and supporting subsequent analysis.

Data analysis

All interviews were transcribed verbatim and analyzed using reflexive thematic analysis as described by Virginia Braun and Victoria Clarke [38]. This analytic approach was selected due to its flexibility and its suitability for identifying patterns of meaning across qualitative datasets while remaining theoretically adaptable. The analysis was further guided by the Mayer–Salovey–Caruso Ability Model, which provided a valuable sensitizing conceptual framework throughout the research process. This framework played a crucial role in shaping the interview guide, allowing for a comprehensive exploration of key themes such as emotional awareness, emotional understanding, emotional regulation, interpersonal interactions, and decision-making informed by emotional intelligence. During the interpretation phase, the framework proved instrumental in analyzing how participants articulated their experiences in developing and applying emotional competencies within both academic and leadership settings.

Grounding the analysis in this established model, the study was able to capture the complexities of emotional intelligence and its practical implications in various contexts, ultimately enriching our understanding of these essential skills. Analysis proceeded through an iterative six-phase process involving familiarization with the data, generation of initial codes, development of candidate themes, review and refinement of themes, definition and naming of themes, and production of the final report. An inductive approach was employed to allow themes to emerge from the data rather than being imposed a priori. Coding was conducted independently by two researchers to enhance analytical rigor, with discrepancies discussed and resolved through reflexive dialogue rather than simple consensus, thereby enriching interpretive depth. NVivo qualitative data analysis software was used to facilitate systematic data management, coding, and retrieval.

Rigor and trustworthiness

The rigor of the study was ensured through adherence to the criteria proposed by Yvonna Lincoln and Egon Guba [39]. Credibility was enhanced through prolonged engagement with the data, iterative questioning during interviews, and member checking with selected participants to validate emerging interpretations. Transferability was supported through the provision of thick descriptions of the study context, participant characteristics, and analytical processes, enabling readers to assess the applicability of findings to other contexts. Dependability was ensured through the maintenance of a detailed audit trail documenting methodological and analytical decisions throughout the research process.

Confirmability was strengthened through reflexive journaling and collaborative analysis, which facilitated critical examination of potential researcher biases and assumptions. Given the qualitative nature of the study, triangulation was achieved through the inclusion of participants with diverse academic, clinical, and leadership experiences rather than through multiple data sources. Furthermore, sampling decisions, recruitment processes, and participant characteristics were documented throughout the study to ensure transparency and methodological rigor. The diversity of participants across programs and academic levels facilitated examination of emotional intelligence from multiple perspectives while maintaining alignment with the study aim.

Researcher reflexivity

Recognizing the interpretive nature of qualitative research, the research team engaged in continuous reflexivity to examine how their disciplinary backgrounds, prior assumptions, and positions within the academic and health sciences context may have influenced data collection and analysis. Reflexive notes were maintained throughout the study to document evolving interpretations and to ensure that findings remained grounded in participants’ accounts rather than being shaped by preconceived notions.

Ethical considerations

The study adhered to the principles of the Declaration of Helsinki, and ethical clearance was obtained from the Institutional Research Ethics Committee of the University of Hail (Approval No: H-2025-374) for data collection. Participation was voluntary, and informed consent was obtained from all participants. Confidentiality and anonymity were strictly maintained throughout the study, and participants were informed of their right to withdraw at any time without any consequences.

Results

The study engaged a diverse group of 24 participants, ensuring an equitable representation from various academic departments, with each discipline contributing 25% of the total participants. This strategic selection fostered a balanced examination of perspectives across different fields of study. Gender representation was equally split, with 50% male and 50% female participants, reflecting a commitment to inclusivity. Furthermore, participants were uniformly distributed among academic years, with second-year, third-year, and fourth-year students each representing 33.3% of the group. Importantly, despite this diversity, all participants shared a common context as undergraduate health science students, providing a level of experiential coherence that supported meaningful thematic interpretations, thereby enriching the overall findings of the study (Table 1).

Table 1.

Sociodemographic characteristics of the study participants

Characteristics	Category	Frequency	Percentage %
Department	Health Informatics	6	25
	Health Administration	6	25
	Public Health	6	25
	Occupational Health and Safety	6	25
Sex	Male	12	50
	Female	12	50
Year of Study	Second	8	33.33
	Third	8	33.33
	Fourth	8	33.33

Key themes and subthemes of the study

Analysis of the interview data generated five interrelated themes, each encompassing multiple subthemes that collectively illuminate the role of emotional intelligence (EI) in shaping academic success and leadership development. Data saturation was achieved, as no novel themes emerged in the later stages of data collection; subsequent interviews contributed to the refinement, clarification, and depth of existing thematic constructs rather than the identification of new patterns. The identified themes represent a dynamic and interconnected process through which EI operates as a foundational mechanism linking intrapersonal awareness, adaptive coping, interpersonal effectiveness, and leadership capacity within the academic and clinical training environment.

Theme 1: emotional intelligence as self-awareness and emotional regulation

Participants described emotional intelligence as an evolving process of learning to recognize, understand, and manage emotional experiences within academic and interpersonal contexts. Rather than viewing emotional competence as an innate characteristic, many participants emphasized that emotional awareness and regulation developed progressively through academic challenges, social interactions, reflection, and experience. This developmental process enabled students to better understand the relationship between emotions, decision-making, academic performance, and interpersonal relationships.

“For me, emotional intelligence starts with understanding myself. When I feel stressed or anxious, I try to ask myself why I feel this way. Once I understand the reason, I can control my reaction instead of letting the emotion control me.” (Participant 11).

Importantly, emotional regulation was not described as an innate or fixed trait but rather as a skill developed progressively through academic exposure and experiential learning. Participants highlighted a trajectory of growth characterized by increased emotional control and cognitive clarity over time.

“In the beginning of my studies, I used to panic easily, especially during exams. Over time, I learned how to calm myself and think clearly. I still feel stress, but now I know how to manage it.” (Participant 6).

These accounts position EI as a developmental and adaptive capability, closely linked to students’ academic maturation and their capacity to navigate increasingly demanding learning environments.

Theme 2: developing emotional competence through reflective self-monitoring

Academic stress was universally reported across participants, particularly in relation to examinations, workload, and time constraints. Within this context, EI functioned as a critical mechanism for mitigating stress and maintaining psychological stability.

Subtheme 1: time management as emotional regulation

Participants explicitly linked effective time management with emotional control, indicating that organizational strategies reduced anxiety and enhanced perceived control over academic demands.

“When I don’t organize my time, I feel overwhelmed and anxious. But when I plan my schedule and know what I need to do, my stress decreases a lot. Time management helps me feel emotionally stable, not just academically prepared.” (Participant 14).

Subtheme 2: mastery-oriented learning as emotional regulation

Participants described a shift in their conceptualization of academic success, moving from performance-oriented metrics (e.g., grades) toward mastery-oriented learning. This cognitive reframing was facilitated by EI and contributed to reduced anxiety and improved emotional well-being.

“I used to focus only on grades, and that made me very anxious. Later, I realized that understanding the material is more important. This change in mindset helped me feel more relaxed and confident.” (Participant 13).

Collectively, these findings illustrate EI as a buffering mechanism that enables students to regulate stress not only through behavioral strategies but also through cognitive restructuring.

Theme 3: emotional intelligence in interpersonal relationships and teamwork

Interpersonal interactions, particularly within group-based learning contexts, were identified as critical spaces in which EI was both tested and enacted. Participants described teamwork as inherently complex due to differences in personalities, communication styles, and levels of engagement.

“In group projects, everyone has a different way of thinking. Emotional intelligence helps me accept these differences and communicate calmly, instead of turning small issues into big problems.” (Participant 4).

EI facilitated constructive conflict management by promoting active listening, empathy, and emotional restraint. Rather than escalating tensions, emotionally intelligent responses were associated with collaborative problem-solving and shared accountability.

“When there is a problem in the group, I try to listen first and understand the situation. Getting angry doesn’t solve anything. When we talk calmly, we can usually find a solution that works for everyone.” (Participant 9).

These findings position EI as a critical enabler of effective teamwork, underpinning respectful communication, conflict resolution, and collective functioning within academic and clinical settings.

Theme 4: emotional intelligence as the foundation of leadership development

Leadership was consistently conceptualized not as authority or control but as a relational and emotionally grounded process. Participants emphasized that effective leadership requires empathy, emotional awareness, and the ability to create supportive and cohesive team environments.

“To me, leadership is not about telling people what to do. It’s about understanding their feelings, organizing the work, and making sure everyone feels comfortable working together.” (Participant 3).

Notably, leadership development was not limited to students with formal roles; rather, EI contributed to a sense of leadership readiness across participants by fostering confidence, interpersonal competence, and self-regulation.

“As I learned to manage my emotions and understand others better, I started to feel more confident that I could lead a team in the future, especially in a healthcare environment.” (Participant 15).

Within healthcare-specific contexts, EI was further framed as essential for patient-centered leadership, where understanding and responding to emotional needs is integral to both patient care and team functioning.

“In healthcare, patients are often stressed or scared. A leader needs emotional intelligence to understand their emotions and support both patients and the healthcare team.” (Participant 13).

These accounts collectively position EI as a foundational competency underpinning both the development and enactment of leadership within health professions education.

Theme 5: educational environment and the institutional gap

Despite the recognized importance of EI, participants consistently reported that its development occurred informally rather than through structured educational mechanisms. Learning was largely experiential, emerging from academic challenges and interpersonal interactions rather than intentional curricular design.

“Most of what I learned about emotional intelligence came from experience, like dealing with pressure or working with different people, not from any specific course.” (Participant 10).

There was strong consensus regarding the need for formal integration of EI into the curriculum, with participants emphasizing the potential value of structured training, workshops, and guided reflection.

“I think emotional intelligence is very important, but we are expected to develop it on our own. If there were workshops or training sessions, it would really help students.” (Participant 7).

These findings highlight a clear misalignment between the recognized importance of EI and its limited formal integration within health sciences education, pointing to a significant institutional gap.

To integrate the thematic findings, a conceptual model was developed to illustrate how emotional intelligence functions as a central, organizing mechanism linking self-awareness, stress regulation, interpersonal competence, and leadership development within the educational environment. The model demonstrates that EI operates not as an isolated construct but as a dynamic process that supports students’ academic adaptation and facilitates the emergence of leadership capacity within complex learning and clinical contexts (Fig. 1).

Fig. 1.

Conceptual model illustrating the progression of emotional intelligence among health sciences students

Discussion

Guided by the Mayer–Salovey–Caruso Ability Model, this study provides qualitative evidence that emotional intelligence functions as a developmental competency influencing academic adaptation, stress management, interpersonal relationships, teamwork, and leadership development among health sciences students. The findings indicate that emotional intelligence plays a crucial role in various aspects of student life, including academic adaptation, interpersonal relationships, stress management, teamwork, and the formation of leadership skills. While much of the previous research [40–43] has primarily focused on quantifying the associations between emotional intelligence and educational outcomes, this study offers a deeper understanding by exploring the mechanisms through which students cultivate and apply emotional competencies in their daily academic activities. These insights reveal that emotional intelligence transcends the realm of individual psychological resources; it emerges as a professional competency that significantly enhances students’ abilities to navigate the complexities of both educational and social environments. This broader perspective underscores the importance of integrating emotional intelligence training into health sciences education, ultimately equipping students to thrive in their future professional endeavors.

A central finding of this study is the conceptualization of EI as self-awareness and emotional regulation, which participants identified as foundational to their academic functioning. This aligns with the original conceptualization of EI by Peter Salovey and John D [44]. Mayer, who emphasized the ability to perceive and regulate emotions as core components of emotional intelligence. The developmental trajectory described by participants, where emotional regulation improves over time through experience, also supports the growing body of literature suggesting that EI is not fixed but can be cultivated through learning and exposure [45]. This reinforces the argument that health sciences education provides a critical context for the development of emotional competencies, particularly as students encounter increasing academic and clinical demands. This finding further aligns with existing research and emphasizes the developmental aspect of emotional competence among health sciences students [46, 47]. The finding has important educational implications because it suggests that emotional intelligence should not be viewed solely as an individual trait possessed by some students but as a capability that can be intentionally fostered through educational interventions.

The role of EI as a mechanism for managing academic stress further underscores its functional significance. Participants consistently described how emotional awareness and regulation enabled them to cope with workload pressures, examinations, and performance expectations. This finding is consistent with prior research demonstrating an inverse relationship between EI and stress and burnout among healthcare students [48]. Moreover, the identification of time management and cognitive reframing as emotionally driven strategies extends existing literature by illustrating how EI operates not only at the affective level but also through behavioral and cognitive pathways. This supports broader psychological frameworks linking emotional regulation with adaptive coping and resilience in high-stress educational environments [49]. The participants further described emotional awareness as facilitating stress management, motivation, adaptive coping, and concentration during periods of academic pressure. These findings support international evidence suggesting that emotional competencies enhance learning by mitigating the disruptive effects of stress and promoting self-regulation. Emotional intelligence may therefore serve as an important mechanism linking academic challenges with educational success [40, 50].

Interpersonal competence emerged as another critical dimension through which EI influences student experiences, particularly within teamwork and collaborative learning contexts. Participants highlighted empathy, active listening, and emotional restraint as essential for managing group dynamics and resolving conflict. These findings are consistent with Daniel Goleman’s model of EI, which emphasizes social skills and empathy as key determinants of effective interpersonal functioning. In the context of health professions education, where teamwork is integral to both learning and clinical practice, the ability to navigate interpersonal complexity is essential [51]. Existing studies have similarly demonstrated that higher EI is associated with improved communication, teamwork, and professional relationships in healthcare settings [52, 53]. The present study adds depth to this evidence by providing qualitative insight into how these competencies are experienced and enacted by students.

A particularly important contribution of this study lies in its exploration of EI as a foundation for leadership development. Participants consistently framed leadership as a relational and emotionally grounded process, emphasizing empathy, responsibility, and the ability to support others, which aligns particularly with complex and human-centered fields such as healthcare [17]. Research has shown that emotionally intelligent leaders are more effective in fostering team cohesion, managing conflict, and promoting positive organizational outcomes [17, 54]. The findings suggest that leadership development is not merely a post-graduation phenomenon but a process that begins during undergraduate training, often cultivated through informal roles and experiences rather than exclusively formal positions [55, 56]. Furthermore, student perception indicates that emotional intelligence (EI) plays a critical role in enhancing leadership readiness, positioning emotional competencies as valuable early predictors of future leadership capacity in healthcare professionals. These insights also align with modern leadership development frameworks that prioritize emotional competence as essential for effective leadership in the complex landscape of healthcare [40, 57].

Despite these positive dimensions, the study also identifies a significant institutional gap in the formal integration of EI within health sciences curricula. Participants overwhelmingly reported that their development of EI occurred informally, through experience rather than structured educational interventions. This finding is consistent with broader literature indicating that, although EI is widely recognized as important, its integration into medical and health sciences education remains inconsistent and underdeveloped [58, 59]. The reliance on experiential learning alone raises concerns regarding inequity in skill development, as not all students may have equal opportunities or capacities to develop EI independently.

Practical Implications for Health Sciences Education.

The research further highlights that emotional intelligence should be a key goal in health sciences education rather than just an overlooked expectation. Many participants shared that they developed emotional skills through life experiences, showing that there is a gap in how these skills are taught. To improve this, emotional intelligence training should be woven into the curriculum with clear objectives focused on emotional awareness, regulation, empathy, communication, teamwork, and leadership [60, 61]. By incorporating these competencies into existing courses, rather than creating separate classes, educators can foster a more effective and sustainable learning environment that better prepares students for real-world applications.

Participants often perceive emotional intelligence as a developmental journey, indicating that experiential learning methods are particularly effective for cultivating emotional competencies. Techniques such as reflective journaling, guided self-assessment, simulation-based learning, case discussions, peer mentoring, and structured debriefing following clinical or academic experiences enable students to critically evaluate their emotional responses and develop effective coping strategies. These methodologies align seamlessly with the principles of experiential learning, transforming both real and simulated experiences into valuable opportunities for emotional growth and professional development [60, 62]. Moreover, traditional knowledge-based examinations may fail to accurately evaluate emotional competencies [63]. Therefore, it is essential to consider alternative assessment methods, including reflective portfolios, structured writing assignments, multisource (360-degree) feedback, teamwork evaluations, communication assessments, peer evaluations, and simulation-based performance assessments. These approaches offer a more nuanced understanding of an individual’s development in emotional intelligence. By integrating such diverse assessment strategies, students may begin to recognize emotional intelligence as a vital component of professional competence, rather than merely a personal characteristic.

The identified gap is particularly relevant within the context of Saudi Vision 2030, which emphasizes competency-based education, leadership development, and healthcare workforce transformation. The limited formal integration of emotional intelligence suggests a need for more intentional educational strategies that align policy aspirations with curricular practice [55, 60, 64]. Structured approaches incorporating experiential learning, reflective practice, and feedback-driven training may support the development of resilient, empathetic, and effective future healthcare professionals [65]. Evidence from systematic reviews indicates that EI can be effectively enhanced through experiential learning, reflective practice, and feedback-driven training [66]. Incorporating such approaches into health sciences education could support not only academic success but also the development of resilient, empathetic, and effective future healthcare leaders.

Although the study was conducted within Saudi Arabia, the findings demonstrate substantial convergence with evidence reported across diverse educational and cultural settings, including Europe, North America, Asia, and the Middle East. International studies have consistently linked emotional intelligence with resilience, academic achievement, professional competence, teamwork, and leadership effectiveness among health sciences students [40–45]. The present study extends this literature by providing context-specific qualitative evidence illustrating how students themselves understand and experience these relationships. The consistency between the present findings and international evidence suggests that emotional intelligence may represent a broadly applicable educational competency while also highlighting the importance of understanding its development within specific cultural and institutional contexts.

This study contributes to health professions education by providing qualitative insight into how emotional intelligence is experienced, developed, and applied within undergraduate health sciences training. While previous research has predominantly focused on measuring emotional intelligence and examining statistical associations with academic outcomes, the present findings illuminate the processes through which emotional competencies influence learning, stress management, collaboration, and leadership development. By exploring students’ lived experiences, the study advances understanding of emotional intelligence as a developmental educational competency rather than merely a measurable psychological construct.

Strengths and limitations

This study presents several notable strengths that underscore its contributions to the field of health sciences education. Firstly, it tackles an increasingly critical issue by investigating the role of emotional intelligence in the context of academic success and leadership development. This focus is particularly relevant today, as the integration of emotional intelligence into educational paradigms is becoming more recognized as a vital component of effective learning and professional growth. Secondly, the research provides context-specific qualitative evidence derived from Saudi Arabia, a region where studies on emotional intelligence in health sciences education are still relatively scarce. This contribution is essential as it enriches the existing literature with insights from a unique sociocultural environment.

Moreover, the qualitative design of the study facilitated an in-depth exploration of students’ lived experiences and perceptions, aspects that quantitative methods may overlook. This approach allows for a richer understanding of how emotional intelligence is perceived and valued by students in their academic journeys. Finally, the coherent alignment between the study’s objectives, methodological choices, and findings enhances the credibility and practical relevance of the results, reinforcing the importance of the research.

However, several limitations must be acknowledged when interpreting the findings. The research was confined to a single university, which may restrict the generalizability of the results to other educational settings or institutional contexts. Additionally, the findings are contextualized within the sociocultural landscape of Saudi Arabia, meaning cultural factors may significantly influence students’ experiences and perceptions regarding emotional intelligence.

Furthermore, the reliance on self-reported data introduces potential biases, including recall bias and social desirability bias, which may affect the authenticity of the accounts provided by participants. It’s important to note that the study exclusively captured student perspectives, omitting insights from faculty members, academic leaders, and clinical supervisors who could offer valuable complementary viewpoints. The absence of observational data or formal assessments of emotional intelligence limits the methodological triangulation of the study. Such triangulation could have enriched the findings and provided a more comprehensive understanding of emotional intelligence within this educational framework.

Conclusion and recommendations

This study demonstrates that emotional intelligence (EI) operates as a central and integrative capability underpinning academic success and leadership development among undergraduate health sciences students. The findings reveal that EI is not a fixed trait but a dynamic, experience-driven process that evolves through self-awareness, emotional regulation, and engagement with academic and clinical challenges. Students with stronger EI were better able to manage stress, reframe academic pressures, navigate interpersonal dynamics, and develop confidence in leadership roles. At the same time, the study identifies a critical gap in the formal integration of EI within health sciences education, as its development was largely informal and dependent on individual experiences rather than structured curricular support, indicating a misalignment between educational practice and competency-based training goals.

The integration of emotional intelligence (EI) into undergraduate health sciences education is crucial for developing well-rounded healthcare professionals. By embedding EI into competency-based curricular frameworks, educational institutions can foster essential skills such as emotional awareness, emotional regulation, teamwork, communication, and leadership. To effectively implement these changes, it is essential for educational institutions to adopt experiential learning approaches that provide students with real-world applications of emotional intelligence. Furthermore, offering faculty development opportunities will enhance instructors’ ability to teach these competencies effectively.

Policymakers and academic leaders also play a critical role in this integration. Aligning curricular reforms with broader strategic initiatives, such as Saudi Vision 2030, ensures that emotional intelligence is recognized not merely as an adjunct but as a fundamental part of student development. Finally, it is important to create assessment systems that include authentic measures of emotional competence. This approach will affirm the significance of emotional intelligence as an integral component of professional preparation in health sciences education, ultimately leading to more competent and empathetic healthcare providers.

Authors’ contributions

AAA conceived and designed the study, analyzed and interpreted the results, drafted, revised, or critically reviewed the article; AAA, NAA, AAA, and JBA made significant contributions to the work; contributed to all the following areas; participated in drafting, analyzing the data and modeling, revising, or critically reviewing the article; and agreed to be accountable for all aspects of the work. Both authors read and approved the final manuscript.

Funding

The authors received no specific funding for this work.

Data availability

All relevant data are in the manuscript. However, the minimal data underlying all the findings in the manuscript will be available upon request to Anas Ali Alhur.

Declarations

Ethics approval and consent to participate

The study adhered to the principles of the Declaration of Helsinki, and ethical clearance was obtained from the Institutional Research Ethics Committee of the University of Hail (Approval No: H-2025-374) before data collection. Participation was voluntary, and informed consent was obtained from all participants. Confidentiality and anonymity were strictly maintained throughout the study, and participants were informed of their right to withdraw at any time without any consequences.

Consent for publication

Not applicable.

Competing interests

The authors declare no competing interests.