Application of ICTs in Emotional Intelligence for the Teaching of Chemistry

The integration of Information and Communication Technologies (ICTs) as mediators of EI represents an innovative path to transforming the traditional teaching of chemistry, a subject often linked to low student motivation. This study presents a comprehensive diagnosis based on three instruments: a university teacher survey, a student satisfaction survey, and a pre-intervention diagnostic questionnaire administered to students. Findings show that over 50% of students report never using ICTs in their chemistry classes, and 100% state they are unfamiliar with the concept of EI. Moreover, only 14.5% believe their teachers are trained to apply ICTs in emotionally oriented strategies. Nonetheless, both students and teachers express a strong willingness to adopt more active, technology-based, and emotionally meaningful methodologies. These results highlight the urgent need for teacher training programs that integrate digital and emotional competencies, and support the design of student-centered, empathetic, and digitally mediated instructional models aimed at enhancing motivation and meaningful learning in chemistry education.