International Journal of Public Health Science (IJPHS)

Vol. 14, No. 1, March 2025, pp. 539~547

ISSN: 2252-8806, DOI: 10.11591/ijphs.v14i1.24584  539

Emotional intelligence trends in nursing education: review the

literature

Fouziyah Matroud1, Mohd Syaubari Othman1, Mohd Ridhuan Mohd Jamil1, Hasrul Hosshan1,
Mohd Nazir Md Zabit1, Faridah Hanim Yahya1, Mohamed Nor Azhari Azman2,
Mohd Afifi Bahurudin Setambah1
1
Faculty of Human Development, Sultan Idris Education University, Tanjong Malim, Perak, Malaysia
2
Faculty of Technical and Vocational, Sultan Idris Education University, Tanjong Malim, Perak, Malaysia

Article Info ABSTRACT

Article history: The high demand for nursing work to encounter death or disease, dealing with
a high volume of work in a short amount of time, working under intense
Received Feb 2, 2024 pressure, and ignoring established authority all contribute to the high levels of
Revised Jul 4, 2024 stress on nurses. The undisputable significance of emotional intelligence in
Accepted Jul 30, 2024 the sphere of nursing education has led in a rapid increase in the number of
emotional intelligence courses and training program that offer a broad range
of educational different outcomes to the students. There is a lack of studies
Keywords: regarding to improve teaching and learning in Libyan nursing educational
institutions. Quite a few emotional intelligence (EI) assessment studies were
Academic found that simply contain criteria and dimensions of EI in the literature study.
Education The aim of this study is to review the emotional intelligence studies in nursing
Emotional education. This evaluation encompasses a range of publications released
Intelligence throughout the time frame of 2019 to 2023. The findings showed that there is a
Nursing need for including emotional intelligence program in curriculum of nursing
education. In addition, the findings indicated that EI intervention program could
boost student academic achievements and alleviate work stress to nurse
profession. The discussion chiefly emphasizes on the contemporary issues that
are being confronted by the field, as well as the openings for research that exist
in the area.
This is an open access article under the CC BY-SA license.

Corresponding Author:
Mohd Syaubari Othman
Faculty of Human Development, Sultan Idris Education University
Tanjong Malim, Perak, Malaysia
Email: [email protected]

1. INTRODUCTION
The high demand for nursing work to encounter death or disease, dealing with a high volume of work
in a short amount of time, working under intense pressure, and ignoring established authority all contribute to
the high levels of stress on nurses [1]. Nursing professionals need both technical and compassionate care in the
workplace, which requires high emotional and physical dedication. Care for patients also benefits from an
increased understanding of emotional labor. Emotional labor is controlling one's emotions so that one's facial
and body responses are appropriate for a public audience [2]. Emotions and interpersonal connections are
crucial to providing high-quality nursing care.
Improved patient experience and treatment quality are the result of nurses' ability to recognize, label,
and control their own and their patient's emotions [3]. On the other hand, clinical training causes a lot of
emotional and mental strain on nursing students, especially in the first year [4]. Some studies have linked
emotional intelligence (EI) to reduced levels of emotional labor [5]. Lau et al. [6] defined EI as "the capacity

Journal homepage: http://ijphs.iaescore.com

540  ISSN: 2252-8806

to recognize, name, express, and control one's own and others' emotional states in appropriate ways". Including
this psychological factor in training will improve adaptive behaviour and resistance to stress [7]. In addition,
students with higher emotional intelligence would be more equipped to handle workplace pressures.
EI studies have two primary theoretical frameworks: capability-based theory [8] and the Traits theory
[9]. The tripartite model is a more complex theoretical approach to EI that is gaining popularity in health-related
settings [10]. Based on tripartite model, EI is seen as the “ability to perceive accurately, appraise, and express
emotion; the ability to access and generate feelings when they facilitate thought; the ability to understand emotion
and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth”
[11]. This skill includes four sub-skills: perceiving emotions, processing emotions, analyzing emotions, and
controlling emotions. The Mayer and his colleagues provide a hierarchical organization of these criteria. Thus,
emotional regulation is the most crucial and intricate [12]. The mayer-salovey-caruso emotional intelligence test
(MSCEIT) serves as the basis for the ability model of El (ABEI), a task-based measure of El [13].
Conversely, trait models take EI as part of one's inherent character. It entails a collection of
characteristics useful in social situations [14]. This competency spans five areas: self-awareness (including
self-esteem and assertiveness), social awareness (including empathy), adaptability (including flexibility and
problem-solving), stress management, and positive mental attitude [15]. Personality-type scales are used in this
trait model to assess EI (e.g., Bar-On EQi, [16]. Ability exams measure peak performance, whereas trait
assessments examine the whole picture [17]. The tripartite model is provided as the third theoretical grounding
as an alternative to the commonplace view of EI as a set of skills. There are several potential benefits to nursing
education from this theoretical foundation. Knowledge, skills, and character attributes comprise this
framework's three tiers [18]. When we talk about someone's knowledge level, we are referring to how much
they know about methods of emotional regulation and how well they can put those methods into practice.
Individual’s capacity to adopt emotion management strategies is measured during an implementation exercise,
such as a breathing exercise. However, this only guarantees that these techniques will be effective in some
stressful situations. The characteristic level describes a person's typical response to stressful conditions [19].
The quest for and comprehension of emotional intelligence is now hampered by a need for more
consensus over EI's definition and the proliferation of measuring techniques. The tripartite model's potential to
unite previously competing viewpoints (i.e., EI as a talent vs trait) suggests it could be helpful in nursing
education [20]. However, studies conducted with nursing students typically only considered one of these two
options in their models. The nursing education industry may benefit if this obstacle is removed.
Recent studies have shown the relevance of incorporating EI into current nursing education,
demonstrating the rapid growth of this field of study. This article concisely summarizes the study findings on
EI's effects on the domain of EI education for nursing students [21]. This information will light how EI affects
nursing students' academic success, emotional well-being, and interpersonal connections. We will also create
perspectives and recommendations to facilitate the incorporation of programs to improve emotional skills in
such domain. Specifically, the goal of this review of literature is to examine emotional intelligence studies in
nursing education [22]. The following section describes the literature review followed by methodology, which
includes the keywords, the database the time span and inclusion and exclusion criteria. The next focus is a brief
discussion and conclusion. In fact, the current study focuses only on reviewing the related emotional
intelligence in nursing education.

2. LITERATURE REVIEW
The related studies on emotional intelligence in nursing is a paramount field that could enhance nurse
students’ achievement or increase their knowledge. Santiago and Santos [23] aimed to understand better how
the emotional intelligence of nursing faculty at baccalaureate institutions in New York relates to their ability
to impart clinical knowledge to their students effectively. However, there was a significant association between
faculty rank and clinical teaching efficacy (p=.03) but not between emotional intelligence and clinical teaching
effectiveness. The findings of this study could be used better to grasp the significance of emotional intelligence
inefficient clinical instruction. The lengthy nature of the survey, the participant's inability to remain
anonymous, the study's limited sample size, and the difficulty recruiting participants were all drawbacks. The
tiny sample size was the main drawback. There are 64 associate degree nursing programs in New York State,
but only 34 baccalaureate programs; therefore, including associate degree programs in the sample would have
resulted in a larger sample.
Lathabhavan and Griffiths [24] attempted to i) investigate whether and how training in emotional
intelligence impacts nurses' emotional intelligence, resilience, and perceptions of stress, and ii) analyze how
this impacts patients' in-hospital experiences. A tertiary general hospital in Changsha, China, used a random-
controlled study. The sample study was 103 nurses from 20 different hospitals. The participants were divided
at random into two groups. N=53 nurses in the intervention group went through two stages of emotional

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intelligence instruction: First, they spend two weeks per month learning the ropes of the system, and then they
spend the next eleven months reviewing what they have learned once a month. The control group (n=50)
participated in regular meetings between head nurses to discuss specific concerns and get daily briefings. The
control group did not get any kind of instruction aimed at improving their emotional intelligence. Both pre-
and post-intervention data were obtained [25].
The intervention group showed significant increases in emotional intelligence, resilience, and stress
after undergoing emotional intelligence training. The control group exhibited little to no change in stress levels
or scores on the Connor-Davidson Resilience Scale's subscales, but they did score lower on the Wong and
Law's Emotional Intelligence Scale overall. Significantly bigger positive changes were seen in the intervention
group on all subscales except optimism, as shown by repeated measures analysis of variance. Post-test results on
the patient experience measure and its four subscales showed intriguing differences between the emotional
intelligence training wards and the control wards in the predicted direction [26]. The findings imply that teaching
nurses in emotional intelligence increases their own emotional intelligence, resilience, and stress levels, and
ultimately benefits patients. In order to maximize the quality-of-care nurses deliver and decrease their stress levels
on the job, emotional intelligence instruction should be incorporated into nursing curriculum [27].
Chaarani et al. [28] examined the variables that affect clinical nurses' output in Korea. A cross-
sectional study was conducted using a structured survey tool and a convenience sample of 239 registered nurses
from academic medical centers. In order to isolate significant variables, multiple regression analyses were
performed. The efficiency of the nurses was about average (3.3 out of 5). Nursing output was highest among
those who were over the age of 36, married, had a master's degree or higher, worked full-time during the day,
and had previous experience in charge or head nurse roles. Age, work status, and the two together accounted
for 55.4% of the variance in nursing output [29]. The study recommended that leaders and managers in the
nursing field create educational programs that train nurses to better regulate their emotions and communicate
with patients and coworkers.
Pudyani et al. [30] intended to look into how undergraduate nursing students handled their emotions and
doubts throughout the COVID-19 pandemic. Study participants included 284 undergraduate nursing students
from three different institutions in Saudi Arabia: The Faculty of Nursing at Taibah University, the Faculty of
Applied Medical Science at Zagazig University, and the Al-Ghad International Colleges. A questionnaire was
distributed to measure students’ emotional intelligence, their tolerance for uncertainty, and their demographics.
The results showed that Saudi nursing students scored higher than their Egyptian counterparts on average for
emotional intelligence, whereas nursing students in Egypt scored higher on average for uncertainty.
Online education and tests were much more well-received by Saudi Arabian students than by their
Egyptian counterparts. In a study of nursing students, an inverse relationship was found between emotional
intelligence and uncertainty. Nursing students may feel more secure in their future careers if the concept of
emotional intelligence is emphasized earlier in their academic training. Educational institutions and ministries
of education around the world should prioritize investing in and enhancing online education technologies.
Kazancoglu et al. [31] argued that working with culturally diverse populations is rarely addressed in
undergraduate nursing leadership courses because of a lack of practical experience in this area. Authors
incorporated Bafa Bafa©, a multicultural low-realism simulation designed to hone pre-licensure nurses'
analytical and interpersonal skills. The authors of this piece share their insights towards implementing this
cutting-edge method of instruction to elevate students' global consciousness in the classroom. When instructors
stress the need of self-reflection in nursing practice, students' discoveries of previously unrecognized emotions,
ideas, and perspectives can have an impact much beyond the confines of the simulation.
Another trend in studying emotional intelligence came from the integration of EI into various
organizational and educational settings. Rogus et al. [32] argued that reducing healthcare worker burnout is
widely recognized as an essential part of healthcare policy worldwide. Although emotional intelligence is a
significant positive psychological resource and an important buffer against psychosocial risks, it is often
overlooked in efforts to lessen healthcare worker fatigue on the job. Specifically, the research aims to better
understand the prevalence of job burnout among Chinese healthcare workers who have experienced workplace
violence, to verify the mediating role of workplace violence, and to offer a fresh perspective to health
organizations and hospital administrators in an effort to reduce both job burnout and workplace violence.
Saefi et al. [33] scrutinize EI, empathy, and alexithymia among nursing students. A total of 237 students
(53 male, 184 female) from the first and third years of the University Nursing Course in Modena participated in
the cross-sectional survey. The study used the Schutte Self-Report Emotional Intelligence Test, the Jefferson
Scale of Empathy for Health Professions Students, and the Toronto Alexithymia Scale, all of which have been
validated in Italian. The data was analyzed statistically. There were statistically significant differences in SSEIT
(t=-0.6, p=0.52), JSE-HPS (t=-3.2, p=0.0016), and TAS-20 scores (t=-3.54, p=0.0005) between first- and third-
year students. At SSEIT, girls performed considerably better than males in the third year (t=2.8, p=0.006).
Cronbach's alpha for all three questionnaires was greater than 0.80. Spearman's rho showed that SSEIT was
positively connected with JSE-HPS (p=0.02) and negatively correlated with TAS-20 (p=0.006).
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The findings verified that empathy, but not alexithymia, is a facet of EI, and they revealed that nursing
students already possessed a high level of emotional competence before beginning their studies. The lack of a
longitudinal assessment of emotional abilities in the same sample throughout the progression of the course is
the key disadvantage. It may be helpful to compare nursing students to those enrolled in other medical and
non-medical programs in order to gain a more nuanced understanding of the emotional skills taught in other
programs. The study has constraints in its ability to draw attention to the elements that affect students'
emotional skills because of the limited number of variables it included for the students.
The study concluded that empathy and EI, but not alexithymia, are positively connected emotional
skills, and that these abilities may be taught and improved in a nursing curriculum. The study focused on the
significant growth in students' emotional intelligence throughout their third year, especially among women.
This finding highlights the potential for sustained improvement in emotional competencies over time. As such,
authors argued that all health professions schools, not just nursing programs, should include instruction on
emotional competences to help students cultivate the attitudes that are the foundation of good clinical practice.
In fact, they emphasize that it is crucial for healthcare providers to be in tune with their own sentiments in order
to develop a trusting therapeutic alliance with their patients. To effectively integrate training in university
courses, further study is needed to examine psychological characteristics in therapeutic support partnerships.
Maciel et al. [34] seeks to discover whether or not there is a correlation between emotional intelligence
and burnout, as well as the demographic aspects associated with both. Medical professors at Lahore's pre-
clinical departments participated in a cross-sectional correlational study. A total of 30 people were asked to fill
out the following surveys: Trait Emotional Intelligence Questionnaire-Short Form to measure emotional
intelligence, while burnout in the workplace can be gauged using the Burnout Assessment Tool-Workplace
Version. There were around 60% females and 40% males. Thirty percent of them took 40 or more courses
online. The rates of burnout varied dramatically between occupations. The mean burnout score was highest for
associate and assistant professors.
The results showed that there was a negative relationship between emotional quotient and burnout
levels (r=-0.578, p =0.01). Burnout is inversely connected to emotional quotient. Creating opportunities to
boost professors’ emotional intelligence and cope with fatigue in the classroom could increase their efficiency.
For this reason, it is proposed that seminars and workshops be set up as part of Faculty Development Programs.
Tosepu et al. [35] analyzed nursing students' self-reported levels of emotional intelligence, self-
esteem, and empathy while they were completing clinical rotations in pediatric units. Data were collected from
60 BSc nursing students gaining practical experience in pediatric wards using a cross-sectional survey.
Emotional intelligence, self-esteem, and empathy were measured through self-report questionnaires, and
demographic information was also gathered. Relationships between the constructs were investigated using
Pearson's correlation. The emotional intelligence of nursing students was above average. A much lower level
of empathy was seen among nursing students. Students in the nursing program showed no correlation between
EQ and empathy. Nursing students' emotional quotients and self-perceptions were significantly positively
correlated. Nursing students' empathic abilities and sense of self-worth were not significantly linked. More
study is needed to determine the relationship between nursing students' emotional intelligence, self-esteem,
and empathy, all of which are important in delivering high-quality care to patients.
Nizamie and Kautsar [36] investigated how these factors (mental health, EQ, grit, and confidence on the
work) are connected. From May 26-30, 2020, the study polled 317 clinical nurses with at least six months of
experience working in a general hospital in Seoul using an online questionnaire. Three hundred were gathered for
statistical purposes. The study's findings indicated that clinical nurses' job-efficacy is affected by psychological
well-being, emotional intelligence, and willpower, and that emotional intelligence mediates the relationship
between these three characteristics. This research is significant because it demonstrates the need for nursing
schools to provide courses that specifically address these issues. In particular, it is recommended that a curriculum
and program be developed to better support the mental health and develop the emotional quotient of nursing
students. Clinical nurses are expected to thrive in their highly stressful career after completing this training.
Hanafi et al. [37] stated that health care providers are increasingly expected to demonstrate proficiency
in psychosocial competencies like communication, empathy, and emotional intelligence. Another significant
concept is self-esteem. A lack of confidence can lead to mental health issues like depression and eating disorders.
Self-esteem may be a significant factor in the health and success of health professional students, who are exposed
to high stress levels and a higher chance of developing similar disorders. The study's hypotheses assumed that
many first-year students would show signs of poor self-esteem and set out to investigate this possibility. It is also
postulated that EQ and empathetic behavior go hand in hand with a healthy sense of self-worth [38].
Students in the fields of dentistry, medicine, nursing, optometry, pharmacy, and veterinary medicine
participated in a cross-sectional survey. Participants filled out self-report questionnaires to measure their own
sense of self-worth, emotional IQ, and empathy, and basic personal data was also gathered. Scores were tallied,
and analysis of variance and chi-square tests were used to look for significant differences between the groups.

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Associations between the constructs were evaluated using Pearson's correlation. The mean self-esteem score was
26.2 ± 2.3 but 21% of the sample evidenced low self-esteem. The percentage of students with low self-esteem
was consistent across all programs. Although race did have a role in how confident people felt about themselves,
gender played no discernible role. Males also fared better than females in terms of emotional intelligence [39].
Self-esteem was found to be moderately related to emotional intelligence and empathy. It is safe to
say that many first-year students in the health professions struggle with poor self-esteem. These individuals
may be more vulnerable to the psychological effects of academic pressure. The training of health professional
students and the difficulties they experience call for more study into the connections between self-esteem,
emotional intelligence, and empathy.
Trudel-Fitzgerald et al. [40] reported that mobbing is rather common among nurses, with estimates
ranging from 17% to 20% worldwide. Using emotional intelligence as a buffer against psychological
harassment at work, several researchers have sought to explain the success or failure of adaptation to the work
environment and teamwork. This quantitative, observational, cross-sectional study intended to identify the
mediating effects of other variables, including social support and sensitivity to anxiety, in the association
between emotional intelligence and mobbing as experienced by nurses.
The final sample included 1,357 Spanish nurses, ages 22-58, who had volunteered from a variety of
healthcare facilities. Participants filled out the surveys (the Perceived Psychological Harassment Questionnaire,
the Brief Emotional Intelligence Inventory, the Brief Perceived Social Support Questionnaire, and the Anxiety
Sensitivity Index-3) via a website. There were calculated mediation models and descriptive analyses.
Employees with low emotional intelligence and a high sensitivity to anxiety were more likely to be bullied on
the job. If they have a strong social network of loved ones and friends, they may be able to weather the storm
of the mobbing. Based on the study findings, it is important to provide nurses with emotional intelligence
training at college and in the workplace to create a more positive environment for everyone.

3. METHOD
In this investigation, we use a narrative analysis of related literature. The lack of relevant literature or
the author's personal attachment to a piece of literature are common motivating factors in narrative analysis. In
addition to providing an in-depth analysis of previously published information, the major purpose of a narrative
review is to add to the ongoing general debate on a certain topic [41] sent study review process consists of
multiple actions. Find out what people are searching for when they utilize terms like “Emotional intelligence
model OR Emotional intelligence OR Emotional intelligence techniques OR emotional skills OR academic
achievement and nursing education OR nursing AND Libya”.
In first round of research, we obtained 2,390 records." Boolean operators such as "OR" and "AND"
were employed effectively during the search. All of the scholarly articles were found by using Google Scholar
as the search engine. The second phase involves filtering out irrelevant content. Therefore, we restricted
ourselves to scholarly articles published in English between 2019 and 2023. The titles and abstracts of the
returning papers were reviewed before the full texts were read. Articles that didn't have anything to do with
student happiness weren't considered.

4. RESULT AND DISCUSSION

Several articles about EI and nursing students were synthesized in this review. Our evaluation mostly
consists of studies conducted in the United States and Spain, with some additional research coming from India,
Pakistan, Egypt, Italy, South Korea, and China. This evaluation only includes works that appeared after 2019.
Although we search for emotional intelligence in Libyan nursing during time span between 2019 to 2023, there
no any study was conducted in Libyan nursing context during this period. This shortage is a strong indicator
to conduct more studies.
Furthermore, the small number of studies published on the topic of EI in nursing students within the
last decade demonstrates that this is a relatively new area of study that has room for growth in light of the needs
of the nursing profession. Therefore, it appears crucial to incorporate the idea of EI into the curriculum of
nursing schools. However, various methods are available (e.g., ability vs. characteristic model) and many tests
can be administered. In the examined studies, researchers employed a wide variety of tools, the most common
of which were self-report questionnaires. Since each study used a unique set of methods and metrics, comparing
the results is challenging. Research on EI and nursing care is more difficult to comprehend due to the lack of
agreement on the definition of EI and the use of a wide range of methods and tools [42].
To better prepare students for the emotional demands of the profession, the tripartite model might be
used to include the notion of EI into nursing education. Indeed, a nursing education that includes EI
development exercises that combine knowledge of what EI is (trait) with practice implementing this
information (capacity) can help students better manage their emotions (behaviour). Furthermore, an
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544  ISSN: 2252-8806

intervention that changes EI knowledge and skill promotes long-term change in the EI trait, as shown in a study
by Shevlin et al. [43] with medical professors based on the tripartite model. This suggests that a program based
on the tripartite model and the specifics of nursing education and practice could better equip students to handle
the emotional demands of the profession. This notion could be investigated through the introduction of
experimental qualitative studies into nursing curricula.
Our research indicates that EI can better prepare nursing students for the emotional labor of their
chosen profession [44]. Students that have a high level of EI are better able to focus, control their emotions,
and achieve academic success. better themselves and the people they interact with in the medical field [45].
These qualities have been found to increase the likelihood of nursing student success [46]. Emotional regulation
skills are crucial for nurses since nursing is about more than just providing medical care; it is also about building
connections with patients and other people [47].
The health and satisfaction of nurses, as well as the well-being of their patients and the success of the
hospital, are profoundly impacted by their confidence in their abilities as medical professionals on the job [48].
Recent studies have shown that high levels of job-efficacy are crucial for an organization's success. The
capacity to do one's job well has a direct impact on a hospital's ability to compete [49]. The cultivation of
competent and compassionate nurses requires both emotional intelligence and a will to learn. Improved patient
care, higher academic achievement, and general well-being are all possible results of nursing students' efforts
to develop their emotional intelligence and encourage the development of their intrinsic motivation [50].
Emotional intelligence training and support systems should be incorporated into nursing curricula to better
prepare students for the challenges of the profession [51].

5. CONCLUSION
Over the past decade, research on EI and nursing students has progressed significantly. There is
widespread agreement that students benefit from developing their EI. Students and doctors who are emotionally
intelligent have better relationships with their patients and their loved ones, and are more productive in their
work. While emotional growth is an essential aspect of any caring career, it is rarely emphasized in nursing or
healthcare programs. Furthermore, the variety of models and methodologies utilized makes it difficult to
compare studies. Both the trait and the ability models have their proponents among scholars. Complementing
one another, rather than competing, these models.
Therefore, it may be possible to foster EI not only in these students but in the healthcare workforce as
a whole through the deployment of a training program that emphasizes knowledge, ability, and characteristic.
Several initiatives targeted towards nursing students have been launched. Program length and content, both of
which may affect EI improvement, were not compared in any of the studies. We think, for instance, that a
sustained intervention centered on using techniques for emotional regulation in the field of nursing would be
more beneficial than a brief one centered on a small number of conferences.
Furthermore, indicated that there was a favorable correlation between empathy and EI, whereas no
significant relationship was found between alexithymia and emotional skills. Moreover, the study suggests that
these emotional qualities can be effectively taught and enhanced within a nursing curriculum. Last but not
least, such instruction should begin in the program's inaugural year. In fact, students' tension and emotional
levels tend to be at their highest just before they begin training.

ACKNOWLEDGEMENTS
The authors would like to thank Research Management Innovation Centre (RMIC), Universiti
Pendidikan Sultan Idris (UPSI) for their support FRGS 2023-0076-107-02 & FRGS/1/2023/SS107/UPSI/02/9
and Department of Educational Studies, Faculty Human Development, Universiti Pendidikan Sultan Idris
(UPSI) for their support in this research.

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BIOGRAPHIES OF AUTHORS

Fouziyah Matroud is currently a Ph.D Student at Faculty Human Development,

Sultan Idris University of Education. His main research directions are pedagogies, teaching
methods of curiculum Relating to his research area, he has written and published books and
proceeding of international conference and articles published in international journals. He can
be contacted at email: [email protected].

Mohd Syaubari Othman is currently a lecturer at Department of Educational

Studies, Faculty Human Development, Sultan Idris University of Education. His main research
directions are Curriculum Evaluation, Islamic Education, Theory Curriculum, teaching
methods of Curriculum and Pedagogies. Relating to his research area, he has written and
published 2 books, over 70 articles in prestigious journals and proceeding of international
conference and 10 articles published in international journals. He can be contacted at email:
[email protected].

Mohd Ridhuan Mohd Jamil is a senior lecturer is currently a lecturer at

Department of Educational Studies, Faculty Human Development, Sultan Idris University of
Education. His main research directions are Technical Curriculum, Theory Curriculum,
teaching methods of Curriculum and Pedagogies. Relating to his research area, he has written
and published 5 books, over 10 articles in prestigious journals, International Journal and
proceeding of international conference and conduct more workshop about Fuzzy Delphi and
Development Design Research (DDR). He can be contacted at email:
[email protected].

Int J Public Health Sci, Vol. 14, No. 1, March 2025: 539-547
Int J Public Health Sci ISSN: 2252-8806  547

Hasrul Hosshan is currently a senior lecturer at Department of Special Education,

Faculty Human Development, Sultan Idris University of Education. His main research interests
are Disability Studies, Inclusive Education, Teachers Training, and Occupational Therapy.
Relating to his research area, he has written and published 2 books, over 20 articles in
prestigious journals and proceeding of international conference and conducted workshops on
special educational needs. He can be contacted at email: [email protected].

Mohd Nazir Md Zabit is a senior lecturer is currently a lecturer at Department

of Educational Studies, Faculty Human Development, Sultan Idris University of Education.
His main research directions are Pedagogies, Problem Based Learning and Critical Thinking.
Relating to his research area, he has written and published 8 books, over 30 articles in
prestigious journals, International Journal and proceeding of international conference. He can
be contacted at email: [email protected].

Faridah Hanim Yahya is a senior lecturer is currently a lecturer at Department

of Educational Studies, Faculty Human Development, Sultan Idris University of Education.
His main research directions are instructional design, Multimedia, ICT in Mathematic
Education and apps for special need. Relating to his research area, he has written and published
8 books, over 30 articles in prestigious journals, International Journal and proceeding of
international conference. She can be contacted at email: [email protected].

Mohamed Nor Azhari Azman is a senior lecturer at the Faculty of Technical and
Vocational, Universiti Pendidikan Sultan Idris. He is the Chief Editor for the Asian Journal of
Assessment in Teaching and Learning, UPSI. He is the author, co-author and editor of several
books on construction technology, STEM education, GIS and TVET as well as published more
than 190 scientific papers. His latest research involved a lot in educational technology (apps
development, AR and gamification via Scratch). He can be contacted at email:
[email protected].

Mohd Afifi Bahurudin Setambah is currently a lecturer at Department of

Educational Studies, Faculty Human Development, Sultan Idris University of Education. His
main research directions are Sciences and Mathematic primary and secondary School, teaching
methods of research development. Relating to his research area, he has written and published
many books, over 50 articles in prestigious journals and proceeding of international conference
and articles published in international journals. He can be contacted at email:
[email protected].

Emotional intelligence trends in nursing education: review the literature (Fouziyah Matroud)