Learning How to Flow: Paving the Way for Lifelong Learning

Abstract

Classrooms set the seeds for lifelong learning. When students resist active participation in the classroom, this important channel is flagging and raising questions: Why do both students and teachers experience high levels of stress at school? How can we cultivate a self-motivated lifestyle and experience the exhilarating immersion of creative flow? Sixty years of extensive research highlighted the significance of motivation, particularly in cognitive performance. However, a systemic challenge persists: conventional teaching often is perceived as a passive destiny without an active learning experience. We therefore introduced our Starwalker initiative in order to shift conventional teaching into reflective and motivating schemes. This chapter delves into the convergence of emotional intelligence (EI) within a teacher’s professional development initiative by exploring variables such as flow, emotional intelligence, and self-efficacy. It illuminates the pivotal role of EI in enhancing student motivation and well-being. While addressing the issues of high dropout rates and disruptive behaviour, a transformative teaching style was favoured, grounded in an open-minded coaching mindset. A supportive and conducive learning environment was promoted by fostering personal experiences and recognising skills rooted in emotional intelligence. Besides highlighting the significance of comprehensive teacher training, it was supposed to cultivate a teacher habit that nurtures students’ EI, self-efficacy, and overall well-being.

1. Introduction

Flow is a state of being in which self-awareness and the outside world vanish, and people act with total abandonment, pouring all their abilities into a task, without thought of success or failure. In some ways, it is the epitome of working with emotional intelligence, because to enter a state of flow, you must possess emotional intelligence: the ability to focus and enter a trance-like state without losing touch with the emotions of those around you. Daniel Goleman [1].

Education is not just about textbooks and exams; it is a fascinating journey that goes far beyond classroom walls. It is a voyage of discovery, where students not only gain knowledge and skills but also shape their attitudes, values, and beliefs. However, as students enter the tumultuous realm of adolescence, many teachers find themselves grappling with a disheartening trend: dwindling motivation. This decline breeds dissatisfaction, frustration, and, sadly, even higher dropout rates [2]. It is a challenge that cannot be ignored.

In response to this educational puzzle, an initiative known as the Starwalker project came to life. This endeavour sought to tackle the soaring dropout rates and disruptive behaviour in schools, not through temporary interventions, but by transforming the very fabric of teaching itself [3]. Instead of following the same old patterns, teachers embarked on a profound exploration of their roles, embracing a mindset akin to open-minded coaches [4]. The vision was a safe haven where students could freely immerse themselves in the wonders of learning, nurturing their passions, and developing vital competencies. The best part of the project was that this innovative approach alleviated stress for both students and teachers, opening doors to new possibilities.

At the heart of the Starwalker project lies a captivating concept: emotional intelligence (EI). School dropouts are often loners or outsiders whose emotional and social skills are insufficiently trained [5]. EI as a set of skills enables individuals to navigate the intricate landscape of emotions—not just their own but also those of others. This basic capability allows you to recognise, understand, and regulate your emotions, while gracefully connecting with others on a deeper level [1]. EI empowers students and teachers alike to communicate effectively, build resilient relationships, and confidently face life’s challenges. But if we challenge the assumption held by traditional education that EI is an innate ability, the question opens: how can one acquire these extraordinary skills?

The journey towards developing EI is multifaceted. Personal experiences serve as powerful guides, shaping our understanding of emotions and their impact. Targeted training unlocks hidden potential, equipping individuals with practical strategies for emotional mastery. Yet, perhaps most intriguingly, the Starwalker project recognises that EI cannot be a solitary endeavour—it thrives within an educational ecosystem that seamlessly integrates EI into everyday school life [6]. It is a collaborative effort, weaving EI into the very fabric of education.

The Starwalker project paints a future of education, one that surpasses the confines of textbooks and embraces a rich tapestry of knowledge, skills, and emotional resilience. Its mission is to unlock the true potential of education and empower future generations with a newfound strength. For details see [6].

1.1 Exploring the intersection of flow, emotional intelligence, creativity, motivation, and sustainable development in education

In our ever-evolving world, it has become crucial to equip learners with the essential competencies needed to flourish in a dynamic, interconnected, and sustainable environment [7]. This chapter delves into the fascinating realm where key concepts intersect, exploring the transformative potential of the STEAM (Science, Technology, Engineering, Arts, and Mathematics) framework, the power of EI, and the insights of flow theory. Together, these concepts hold the promise of shaping an educational landscape that fosters sustainable development and prepares individuals for a future brimming with possibilities.

1.1.1 The profound impact of emotional intelligence in education

In the realm of education, EI plays a pivotal role, and recent studies have shown the positive effects of targeted training programs in enhancing EI skills [8]. These programs encompass a blend of theoretical knowledge, self-reflection exercises, and skill-building activities. Notably, even a brief EI training program significantly can improve emotional awareness, regulation, and empathy skills among late adolescents [9]. Drawing on current literature, several key factors have emerged as vital contributors to the development of EI, including self-awareness, self-regulation, empathy, and social skills [10, 11].

Engaging in self-reflection and mindfulness practices can profoundly impact individuals by fostering a heightened awareness of their emotions, thoughts, and reactions [12]. By attentively observing their internal experiences without judgement, individuals can gain a deeper understanding of their emotions and effectively regulate them [13, 14]. Emotional awareness and accurate labelling of emotions serve as fundamental aspects of EI, and interventions aimed at enhancing emotional awareness and recognition skills have demonstrated significant improvements in overall EI [15, 16].

Moving forward, it is essential to develop effective strategies for managing and regulating emotions, as this stands as a critical component of EI. Techniques such as cognitive reappraisal, emotional reappraisal, and relaxation exercises have shown efficacy in enhancing emotional regulation skills [9]. Empathy, which involves understanding and sharing the feelings of others, is another core facet of EI. Training programs that emphasise perspective-taking and encourage empathic responses have successfully enhanced empathy skills [8, 9]. These skills contribute to developing effective interpersonal abilities, which are indispensable in EI.

While social competence and EI thrive through skills such as active listening, assertiveness, conflict resolution, and nonverbal communication [17], the everyday school environment often overlooks crucial aspects like self-reflection, mindfulness, emotional awareness, and empathy. Introducing changes in these areas could yield significant positive outcomes. Students often face limitations in their awareness of emotions and feelings, directly impacting their ability to understand and address unmet needs [4, 6, 18]. The unconscious connection between frustration and unmet needs poses a challenge for students to respond appropriately, even when it comes to basic needs like hunger or the need for a restroom break [19]. Consequently, negative emotions are occasionally misattributed to the wrong trigger: students may mistakenly hold the teacher responsible for their discomfort, neglecting their actual reason [20].

To equip students with effective conflict and tension management skills, it is crucial to introduce emotional vocabulary and foster an understanding of emotions and needs. Training programs incorporating empathic communication, such as Marshal Rosenberg’s established and successful Nonviolent Communication approach, foster empathy, and consideration for different perspectives [18]. Additionally, these programs encourage attentive listening and conscious expression, thereby cultivating strong communication skills for cooperation and conflict resolution [18].

1.1.2 Flow and emotional intelligence: a powerful duo for personal growth

In the realm of personal growth, two powerful concepts emerge: flow and EI. Flow, as proposed by Csikszentmihalyi, represents a state of complete absorption in challenging activities that brings joy and deep engagement [21]. EI, on the other hand, refers to the ability to recognise and manage emotions effectively, both in oneself and in others [5]. While these concepts may seem distinct, they share a captivating synergy that fuels personal development.

At the core of both flow and EI lies self-awareness—the gateway to unlocking our true potential [5, 22]. In the pursuit of flow, individuals must be keenly attuned to their thoughts and emotions, immersing themselves in the present moment with unwavering focus [23]. Similarly, EI calls for recognising and understanding our own emotional states, a skill that lays the foundation for empathy and connection with others [5]. By embracing flow, individuals embark on a journey of heightened self-awareness, expanding their EI and deepening their understanding of themselves and those around them [1].

But the harmonious dance between flow and EI does not end there. As individuals experience the exhilaration of flow, they forge an unbreakable bond with the activity at hand, be it a solo endeavour or a collaborative effort. This bond paves the way for empathy—a profound understanding of others’ emotions and needs. The immersive nature of flow cultivates a heightened sense of connection, allowing individuals to empathise and relate to those who share their passion [23]. In this symbiotic relationship, flow acts as a catalyst, fuelling the growth of EI through the nurturing of empathy and fostering meaningful connections [24].

Beyond empathy, flow also strengthens our emotional regulation skills—a vital component of EI [24]. When we find ourselves in a state of flow, a calm and focused concentration washes over us, enabling us to navigate our emotions with grace. By honing our ability to achieve and sustain flow, we develop the capacity to regulate our emotions effectively [1]. This skill proves invaluable in high-pressure situations, where emotional regulation paves the way for confident decision-making and the maintenance of positive relationships. Flow becomes the arena where EI is refined, empowering individuals to navigate the complexities of their lives with resilience and finesse.

In conclusion, the dynamic interplay between flow and EI unravels a world of personal growth and fulfilment. As we delve into the depths of flow, our self-awareness expands, fostering empathy and deepening our EI. The immersive nature of flow nurtures empathy, allowing us to forge meaningful connections and understand the emotions of those around us. Moreover, flow hones our emotional regulation skills, equipping us with the tools to navigate life’s challenges with poise. Together, flow and EI create a harmonious synergy that propels us towards self-discovery, growth, and a life rich with purpose and joy.

1.1.3 Unleashing the power of self-efficacy: fuelling flow and emotional intelligence

Another important aspect of flow is its connection to self-efficacy, which refers to an individual’s belief in their ability to successfully perform a specific activity [25]. Self-efficacy plays a crucial role in influencing motivation, effort, and persistence in pursuing goals, and it can also impact the likelihood of experiencing flow [26].

In the Starwalker project, a close relationship between motivation, particularly self-efficacy, and creativity has been demonstrated (Figure 1). The model confirmed that creativity positively influenced learners’ motivation, as evidenced by high values of CFI (Comparative Fit Index = 0.971) and low values of RMSEA (Root Mean Square Error of Approximation = 0.029). Detailed information about the experimental design and the questionnaire tools measuring cognitive aspects of creativity (CPAC) and school motivation (SchMOT) can be found in the study conducted by Conradty and Bogner [27].

Figure 1.

Model of the effects of creativity and personality on motivation, especially on self-efficacy (edited after Conradty and Bogner [6]).

Individuals with high levels of self-efficacy are more inclined to engage in challenging activities and persevere through obstacles, which, in turn, fosters a sense of accomplishment and promotes the experience of flow. On the other hand, individuals with low self-efficacy may tend to avoid challenging activities or give up easily, which hinders their ability to enter a state of flow [28].

Furthermore, the experience of the flow itself may enhance self-efficacy by providing a profound sense of mastery, accomplishment, and confidence in one’s abilities [29, 30]. Through repeated experiences of flow, individuals can develop a stronger sense of self-efficacy, leading to increased motivation, persistence, and achievements in various domains of life.

In the intricate tapestry of human emotions, self-efficacy emerges as a formidable force that shapes our ability to navigate the realm of EI. It is the belief in our capacity to understand, manage, and harness our emotions, propelling us towards greater self-awareness and resilience.

2. The Starwalker project

The decline in school motivation among students during adolescence poses a worrisome challenge for teachers [31, 32, 33]. This decline is accompanied by dissatisfaction, frustration, aggression, and a decline in academic performance, increasing the risk of school dropout. It is crucial to acknowledge that teachers themselves also face a persistently high dropout rate, as overwhelming work and stress put them at risk of burnout. Addressing this pressing issue, a district in Germany has initiated a call for the development of teaching concepts aimed at combating the rising dropout rates.

2.1 Phase 1: bridging perspectives—cultivating emotional intelligence towards responsible adulthood

For a detailed description of Starwalker, see [6]. In the initial phase of the project, the focus was on providing students with a voice and encouraging their active participation. As part of the weekly class teacher lesson, moderated class discussions were held on current topics relevant to the class. The mindset was communicated to the teachers as role models through preparatory discussions, and, subsequently, agreed upon with the students as ground rules. This provided a culture of mindful communication, transcending potential hierarchies between students and teachers. To introduce vocabulary related to emotions, light-hearted sessions were conducted, allowing students to begin reflecting on their own feelings [20]. As a result, students started spontaneously asking each other if their observations regarding each other’s emotions were accurate. This feedback exchange helped develop their perception, empathy, and external awareness. They also engaged in reflection on their own emotions and gradually developed a curiosity about the underlying needs. The concept of Empathic Communication, based on Marshal Rosenberg’s teachings, was introduced preliminarily [18]. The students experienced visible relief upon realising that feelings provide clues to needs, and these needs are normal, valid, and deserve to be addressed. It is worth noting the cultural dependence on knowledge regarding the connection between feelings and needs, often associated with shame. This cultural influence perpetuates an ongoing, unconscious conflict that students lack the tools to navigate.

During this initial phase of Starwalker, a survey was conducted at the beginning and end of the school year, focusing on two questions: how the participants envisioned being a child and being an adult. In comparison to a control group without intervention, the students in the treatment group demonstrated a shift in their values. Cluster analysis indicated that boys tended to feel socially insecure, while girls showed a greater sense of autonomy [4]. However, after the intervention, the treatment group experienced a change in perspective, with a growing emphasis on responsibility as a significant trait. The allure of clinging to childhood diminished, and the negative expectations of teens associated with adulthood was mitigated by recognising positive qualities [4]. Additionally, the treatment group stood out from the control groups through their active participation in democratic activities within the school, taking responsibility for their education.

2.2 Phase 2: learned from STEAM—fostering creativity

Based on these positive initial results, the following development focused on promoting the self-efficacy of the students. Adopting the concept of the Horizon2020 project CREATIONS, the students set themselves goals that they wanted to realise in project weeks. They were to organise the corresponding mentors, learning environment, and tools on their own with the teacher as a tutor. From the organisation to the implementation of the project week, the students learned self-organisation and basic principles of project management. In order to have work groups of a practicable size, the classes are divided into groups, each choosing their own topic [34]. This created a certain competitive situation among the students, which was another motivating factor. As already experienced in CREATIONS, creativity-enhancing projects support the pupils’ self-efficacy [35]. In a questionnaire tool developed specifically for this phase, it was confirmed that these resulted in increased school motivation of the pupils [27, 36]. Anecdotal evidence shows that in the participating classes, this also resulted in improved academic cooperation and cognitive performance (measured in school grades).

2.3 Phase 3: ensuring sustainability of Starwalker Competencies—the “Ease the Stress!” Teacher Training Programme

Lack of experience in project work and teamwork was a significant challenge for certain classes, highlighting a notable drawback in their training [7, 37]. These competencies are widely recognised as essential skills for the twenty-first century as they hold significant importance for students’ future professional endeavours [7]. The absence of exposure to project work and teamwork leaves students ill-equipped in developing crucial collaborative and organisational abilities. Such competencies are vital not only for academic success but also for navigating the demands of any professional world. Addressing this shortcoming becomes imperative in ensuring that students are adequately prepared to meet the challenges and expectations of the modern workforce [7].

Furthermore, the students were able to speak critically about the fact that with their new experience in helpful communication, they experienced empathic communication during Starwalker coaching, but not in everyday school life. In contrast to expectations, the lack of empathic communication in everyday school life became even more apparent to the students, which did not strengthen the relationship with the class teachers. The Hattie study highlights the crucial significance of the student-teacher relationship in education [38]. It underscores that a positive and supportive relationship between students and teachers plays a pivotal role in students’ academic success, overall well-being, and personal development. The study emphasises that when students feel connected, valued, and understood by their teachers, they are more likely to be engaged, motivated, and open to learning [38, 39]. The quality of the student-teacher relationship affects various aspects of students’ lives, including their social-emotional development, self-esteem, and resilience. Through fostering a nurturing and caring environment, the student-teacher relationship serves as a foundation for effective teaching and learning experiences, ultimately contributing to students’ positive outcomes both inside and outside the classroom.

The next objective of the project was the development of appropriate teacher training to support teachers in adopting a teaching style, which aimed to support students’ self-efficacy and reduce teachers’ stress levels [6]. Extensive training in empathic communication or systemic attitudes was beyond the scope of the project. Instead, the focus was on training teachers in a style that would empower students to take more responsibility for their learning [35]. In order not to provoke resistance from teachers who felt solely responsible for learning success, the training concept was adapted in a low-threshold way. Instead of a single three-hour session at the beginning and end of the school year, a lunchtime coffee exchange on “Ease the stress!” was organised every five weeks. Teachers were encouraged to design lessons that supported students’ personal challenges, such as punctuality, completing homework, practising vocabulary, integrating sports, or improving grades. Through this approach, students learned to better organise themselves, improved their academic mindset, and took an active role in shaping their learning experiences, which ultimately impacted overall school motivation [6].

2.3.1 Students’ SMART challenges

To foster students’ ability to reflect on their actions, understand the factors that make certain tasks challenging, and effectively shape their lives, the class culture of “challenges” was introduced. In the classroom, a poster serves as a guideline for students to develop their regular challenges (Figure 2). The first step involves creating a concise and clear title for the challenge, along with setting a fixed period. In the subsequent step, the challenge outline is assessed for its SMART qualities and adjusted if necessary [40]. Students record their progress on the clearly defined challenge goals in a daily log within their homework notebooks. At the end of the challenge period, they reflect upon and note whether they have succeeded or failed in meeting the goals. If the challenge was deemed successful due to a lack of difficulty, it is considered a clear failure. On the other hand, if the challenge was not successful, but the student identifies the reasons behind it, adjustments can be made to the challenge or the student’s own behaviour for greater success in the next round.

Figure 2.

Poster in class about the challenge-process.

Throughout this process, students engage in friendly competition with themselves, rather than against each other. They can better understand their own abilities and difficulties while practising error management and reflection [1, 8, 41]. As expected, the students developed stable self-efficacy [35]. Surprisingly, this intervention revealed that students reported experiencing more flow in their lives by the end of the school year, despite the absence of explicit flow experiences within the challenges themselves [35]. It appears that those who engage in reflective practices are more likely to experience flow.

The “Ease the Stress!” teacher training program had a profound impact on the students (Figure 3). The offer of two different formats of the training highlighted the importance of time in the development of a supportive coach-like attitude of teachers. It became evident that condensing five hours of training into a single day (Figure 3, Treatment 1) was insufficient for fostering meaningful development. While such an intensive session could deliver a wealth of content, it did not translate into practical, long-term skill acquisition for the teachers. Treatment 1 only in Act produced a difference to the control score. Act measures cognitive aspects of creativity, encompassing techniques of imagination and collaborative strategies that are conducive to active application and cognitive training. Increasing these skills necessitates not specialised pedagogical methods but rather a straightforward knowledge transfer from teacher to student. After the one-day training, the students of the participating teachers showed no differences in motivation from the control group (Figure 3). Teachers could not transform their attitude to become tutors encouraging a motivating learning environment.

Figure 3.

Effect of teacher trainings on students’ motivation and cognitive creativity (edited after Conradty and Bogner [6]). (control = teachers without training; treatment 1 = 1 day training; treatment 2 = regular coffee catch-up training; act = cognitive creativity factor; SD = self-determination; SE = self-efficacy; GM = grade motivation).

In contrast, when these five hours were distributed across a school year in “coffee catch-up” meetings, the results were significantly more positive (Figure 3, Treatment 2). This extended timeframe allowed teachers to gradually assimilate and apply the training concepts, effectively transitioning from primarily content-focused lecturers to self-efficacy-enhancing coaches for their students. This transformation not only benefitted the teachers in their professional growth but also had a tangible, positive effect on the students, fostering a more conducive learning environment where pupils could thrive.

Treatment 2 differs from both the control and Treatment 1 significantly with higher scores in motivation factors, Self-Efficacy (SE) and Self-Determination (SD) (Act, SD, SE, GM; p < 0.001, Figure 3). The notable decrease in Grade Motivation among classes taught by teachers involved in Treatment 2 is intriguing. It is worth noting that, anecdotally, the actual academic performance of these classes remained stable or even increased slightly. The key shift was in the students’ attitudes towards grades: their significance diminished, indicating a transition from extrinsic to intrinsic motivation. This shift suggests an increased influence of self-efficacy (SE) and self-determination (SD) in driving student motivation.

After 50 years of research into the nature of flow and its promotion with complex initial theories, flow may prove to be easy, but not simple. In addition to the ability to concentrate, we need the ability of self-efficacy, based on self-reflection, which gives us feedback on our successful work during the creative process. This self-experienced feedback is more important than external feedback. External praise can be hugely disruptive and cause flow to fizzle out like a soufflé tested too early. However, self-efficacy is the driving force behind flow, with which “micro-flow” can also occur even in short periods of work. This currently discussed hypothesis was also confirmed in the Starwalker study. The calculation of the correlation between Flow and self-efficacy confirmed the close relationship. The correlation of SE with Flow creativity is highly significant with a strong correlation coefficient (Table 1p > 0.001, rho = 0.307). For the sake of completeness, it should be mentioned how strongly the active imaginative creativity Act correlates with SE but also with SD (Table 1 Act-SE p > 0.001, rho = 0.402; Act-SD p = 0.002, rho = 0.240).

		SD	SE	GM
Act	Corr. coeff.	0.240**	0.402**	0.186^*
	Sig. (2-tailed)	0.002	0.000	0.018
Flow	Corr. coeff.	0.054	0.307**	0.222**
	Sig. (2-tailed)	0.498	0.000	0.005

Table 1.

Spearman rho creativity and motivation (N = 160).

^**

Highly significant; Act, Flow: creativity scale factors.

SD = self-determination, SE = self-efficacy, GM = extrinsic grade motivation.

Unfortunately, the lesson design was not yet suitable for providing students with more flow opportunities. Further development of both teacher training and curriculum is necessary to create a sense of coherence in the classroom, the fundamental of flow. For this, the significance of flow for productivity, well-being, and lifelong learning must be acknowledged. Several initial steps have been taken, and the fundamental concept of such a learning environment has been deemed feasible.

At this juncture, it is important to emphasise our recommendation of incorporating learning development meetings (instead of grades only) to foster students’ self-efficacy and strengthen the student-teacher relationship through meaningful interactions [39, 42]. While the significance of these meetings in promoting EI at school cannot be understated, it is important to acknowledge that a detailed discussion of this topic falls outside the scope of this chapter. However, we strongly encourage educators and curriculum developers to consider the value and potential impact of such meetings when designing lesson plans to enhance EI in educational settings.

In summary, the Starwalker approach encompassed a comprehensive strategy to enhance EI and student empowerment within the educational landscape. By strategically cultivating self-efficacy and flow ability within a non-explicitly creative setting, we absolutely need further measurements to explain in detail this improvement. Central to this approach was the integration of vocabulary and reflection techniques aimed at fostering an understanding of emotions and needs, which formed the basis for developing empathy and effective conflict resolution skills, drawing inspiration from the influential work of Rosenberg [18].

Expanding beyond theoretical foundations, implementing the Starwalker approach involved reimagining the daily school routine as an action-oriented framework. This framework provided students with personal challenges carefully designed using the SMART concept. Disciplinary issues ceased as cohorts notably excelled in organizing school activities, collaborating with management, and notably graduating as the top performers in their schools. This shift necessitated additional training for teachers, enabling them to transition from conventional hierarchical knowledge brokers to tutors and facilitators.

By offering a secure framework for exploration and growth, the Starwalker approach cultivated well-developed EI among students and fostered an academic mindset alongside self-reflection skills. This combination empowered students to actively shape their own lives, becoming active participants in their learning journey and embracing a sense of ownership over their educational experiences [43, 44].

Notably, implementing the Starwalker approach did not impose additional courses or assessments on students. Instead, it called for a paradigm shift in the instructional approach, emphasising the pivotal role of teachers as facilitators of student-centred learning. Through this transformative process, teachers experienced the gratification of witnessing their students’ engagement and academic success, as the educational process returned to its rightful place at the heart of the classroom.

The Starwalker approach represents a compelling paradigm in education, blending theoretical insights with practical implementation strategies. By nurturing EI, an academic mindset, and self-reflective abilities, it offers a promising pathway to empower students and optimise their educational outcomes.

3. Igniting success: the key role of emotional intelligence in education for paving the way for lifelong learning

In the presented project, teachers underwent specialised training to cultivate a teaching style that fostered empathic communication, facilitated self-reflection, and guided students in setting and assessing goals using the SMART criteria [40]. This innovative approach was seamlessly integrated into everyday instruction. The results obtained from the project revealed a remarkable response from students, as they experienced heightened self-efficacy and entered a state of flow, characterised by deep engagement and performance. These outcomes provide compelling evidence that this particular teaching approach effectively nurtures the development of students’ EI.

The cultivation of EI holds immense significance in the realm of education and schooling. It equips individuals with the necessary tools to understand and effectively manage their own emotions, paving the way for enhanced self-regulation and sound decision-making. Students with well-developed EI are better equipped to cope with stress, regulate their impulses, and maintain an unwavering focus on their academic goals [45, 46]. Furthermore, EI empowers students with the ability to comprehend and empathise with the emotions of others, fostering positive relationships and facilitating effective teamwork. Students with EI excel in various areas, including effective communication, conflict resolution, and collaborative efforts with their peers. Moreover, EI serves as a vital catalyst for success in the professional world, where the ability to navigate complex social dynamics and engage in fruitful collaboration is highly prized [46, 47]. By prioritising the nurturing of EI within the educational framework, schools ensure that students are equipped to confront future challenges head-on and have a higher likelihood of achieving success both personally and professionally.

4. Conclusion

In summary, the presented professional development project not only demonstrated the effectiveness of a teaching approach that promotes EI but also highlighted its far-reaching benefits. Through the integration of empathic communication, self-reflection, and goal-setting practices, teachers skillfully nurtured the holistic development of students while effectively alleviating their own stress levels. The acquisition of EI not only enables students to thrive academically but also equips them with invaluable skills that transcend the classroom, empowering them to navigate the complexities of life with resilience, empathy, and a greater likelihood of achieving their aspirations. The skills of self-reflection and the experience of joy in the classroom for both teachers and students can pave the way for students to cultivate a lifelong love of self-development and learning.

Acknowledgments

This work was supported by SYNAPSES in detail by ERASMUS-EDU-2022-PEX-TEACH-ACA (Grant Agreement No. 101102346) and the Education Region Nürnberger Land, project “Starwalker”. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the position of the founding institutions.

The funding of Starwalker was assured by H. Soyoglu whom we specifically owe great thank. Additionally, we express our thanks to all project partners, especially P. Müller and U. Böhm for their unwavering support as well as all participating teacher and students.

Conflict of interest

The authors declare no conflict of interest.