CALL FOR CHAPTERS ESUwEI2024

Submission Guidelines

All chapters must be original and not simultaneously submitted to another journal or conference.

List of Chapters

We are looking for authors interested in preparing the following 9 chapters:

Chapter 1: Reserved

Chapter 2: The Role of Emotional Intelligence in Education  The chapter looks at how Emotional Intelligence (EI) might improve digital learning by helping students overcome the difficulties associated with digital communication, virtual teamwork, and self-directed learning. The importance of emotional intelligence (EI) in assisting students in stress management, resilience building, and fast-paced change adaptation is also covered. The significance of emotional intelligence in educational contexts will be discussed, with a focus on the link between academic performance and strong emotional intelligence. Along with providing advice on how teachers should integrate EI training into their lesson plans, the chapter also discusses the difficulties associated with measuring and developing EI. This foundation lays the groundwork for understanding how digital literacy and emotional intelligence (EI) may be developed together to make EI a critical ability for students in the contemporary world.

Chapter 3: Digital Transformation and Smart Learning Environments This chapter examines the influence on learning settings of the technology breakthroughs that led to the creation of smart universities. Chapter emphasizes the need of "smart classrooms," where more effective and interesting teaching methods are made possible by digital resources like student response systems, interactive whiteboards, and AI-powered learning platforms. We explore the idea of "digital campuses," where data analytics provide insights into student performance and institutional effectiveness, administrative procedures are automated, and student services are available online. By making education more accessible and individualized, these institutions want to improve the whole student experience. The chapter also addresses the possibilities and difficulties brought forth by these technologies. Through an analysis of various technologies, the chapter offers a thorough summary of the ways in which digital transformation is changing education. In order to ensure that the emphasis stays on improving learning outcomes rather than just deploying the newest technologies, it highlights the need for institutions to take a strategic approach to technology adoption.

Chapter 4: Emotional Intelligence in a Digital Era This chapter looks at the value of emotional intelligence (EI) at a time when technology permeates many facets of daily life. Chapter  delves into the potential advantages and obstacles that result from the growing digitalization of social interactions, employment, and education. Through self-assessment applications, online courses, and virtual reality experiences that mimic social interactions, the chapter examines how digital technologies might be used to increase emotional intelligence. These tools may help people become more self-aware and empathic by offering insightful information about their emotional strengths and shortcomings. Case studies and research findings in specific businesses and educational institutions demonstrate the effective integration of emotional intelligence training into digital strategies. These illustrations highlight the possibility of fusing technology with emotional intelligence to produce well-rounded people who can prosper in the contemporary world.

Chapter 5: Emotional Intelligence Competencies This chapter focuses on doable tactics and recommended practices for enhancing students' and teachers' emotional intelligence (EI) competencies in smart university settings. It provides practical advice on how to successfully develop emotional intelligence (EI), acknowledging that in the digital era, it is just as important as technical abilities. The chapter presents essential competencies of emotional intelligence—self-awareness, self-regulation, motivation, empathy, and social skills. In order to develop well-rounded people, it highlights how crucial it is to nurture these competencies early on and throughout a student's academic career.  The chapter looks at several ways to include emotional intelligence training in the curriculum for students. This entails developing courses specifically on emotional intelligence, incorporating EI-focused activities into already-existing disciplines, and using digital tools for self-evaluation and tailored feedback. The chapter also describes how students might develop empathy and social skills in safe, controlled contexts by using virtual reality simulations and role-playing activities. The chapter also offers suggestions on how teachers might build emotionally safe, open-minded classroom environments that promote community building and open communication.

Chapter 6: Blending EI and Digital Literacy for Future Competencies This chapter examines the relationship between digital literacy and emotional intelligence (EI), two critical skill sets for the workforce of the future. People need to be proficient in both digital abilities and excellent emotion understanding and management in today's quickly changing technology environment. The chapter looks at the synergy between digital literacy and emotional intelligence. Examples of how to combine digital literacy training with emotional intelligence are given in the chapter. In order to help students understand and control the emotional effect of digital communication, this entails integrating emotional intelligence into courses on computer science and digital media. The chapter highlights the significance of modeling both competencies for educators and developing learning settings that support the growth of both skill sets as well as how smart technology might facilitate the development of these competencies. The chapter emphasizes the significance of a comprehensive educational strategy that acknowledges the benefits of combining digital literacy with emotional intelligence. People will be more equipped to prosper in the quickly evolving workplace by honing both sets of competencies.

Chapter 7: Teachers' Function in Promoting Emotional Intelligence In today's technologically advanced learning settings, educators play a critical role in helping students develop emotional intelligence (EI). The value of emotionally intelligent teachers—those who can successfully assist pupils in building their own emotional intelligence—is the main topic of this chapter. These teachers have strong social skills, empathy, and self-awareness, which enable them to foster inclusive and encouraging learning environments in the classroom. The qualities of emotionally intelligent teachers are examined in the chapter, along with the ways in which their presence benefits pupils. In order to establish a learning environment that supports both academic and personal development, it highlights how important it is for educators to understand both their own emotions and those of their students.There is helpful advice on how teachers might incorporate emotional intelligence into their lesson plans. This includes methods for promoting an environment of empathy and teamwork in the classroom, modeling EI characteristics, and pushing open communication. Along with promoting ongoing learning via workshops, peer mentoring, and reflective practices, the chapter also explores the role that professional development plays in assisting educators in improving their own EI competencies. The chapter also talks on the difficulties teachers could have in striking a balance between the demands of the digital age and the need of preserving interpersonal relationships. It makes recommendations on how educators might use technology to enhance emotional learning while maintaining an appreciation for the value of in-person interactions.

Chapter 8: Smart Universities - practical Case Studies This chapter provides an unparalleled perspective on how institutions globally are managing the nexus between technology and human abilities via the presentation of comprehensive case studies. Every case study offers a thorough summary of how the institution is adopting smart technology and developing staff and student emotional intelligence at the same time. This chapter looks at a variety of approaches, including learning outcomes personalization using AI and big data, integrating emotional intelligence into the curriculum, and simulating social situations in virtual reality to foster empathy. The way these institutions strike a balance between digital revolution and the human aspect of education is also covered in this chapter. Certain institutions use data analytics to pinpoint students in need of emotional assistance, while others concentrate on creating smart campuses that enable social interaction on campus and off. The idea of using digital platforms to promote community and cooperation is recurrent, showing how technology may be used to improve emotional learning. The case studies also show the difficulties these institutions had in tackling issues like data protection, procuring funds for digital projects, and guaranteeing fair access to technology. This chapter offers helpful insights for other organizations wishing to start a similar path by highlighting the best practices and lessons learnt.

Chapter 9: Measuring the Impact of Emotional Intelligence in Smart Universities In order to determine the efficacy of emotional intelligence (EI) programs at smart universities and to inform future strategy, it is essential to measure their impact. This chapter explores the measures and approaches used to evaluate the impact of emotional intelligence (EI) on academic performance and institutional achievement. It underscores the fact that quantifying effect involves more than simply demonstrating accomplishment; it also entails identifying problem areas and enhancing approaches to better serve the requirements of learners. The chapter looks at a variety of qualitative and quantitative techniques, such as questionnaires, behavioral evaluations, and academic achievement indicators, for determining emotional intelligence (EI). One of the main goals is creating thorough assessment frameworks that reflect the complex nature of emotional intelligence. The chapter describes the application of AI and data analytics to evaluate social skill development, emotional health, and student engagement. These revelations have the potential to shape institution-wide initiatives and provide targeted interventions that assist specific students. The presentation of case studies highlights how universities that have effectively used assessment frameworks have utilized data to enhance their emotional intelligence (EI) programs. The chapter also discusses the difficulties in quantifying the intangible advantages of enhanced empathy and resilience, which are examples of the limitations in assessing the effect of Emotional Intelligence.

Chapter 10: Competences of the future  The chapter provides an outlook on how emotional intelligence and smart colleges are developing going future. It looks at new developments that are likely to have an impact on education in the years to come and offers advice on how institutions can be ready for such developments.  Analyzing the quick speed of technological development and its effects on higher education is the first task of the chapter. In order for students to succeed in a complicated, technologically driven society, it highlights the growing significance of both digital literacy and emotional intelligence. In addition to examining how these technologies might enhance individualized learning and emotional development, the chapter forecasts the further integration of artificial intelligence (AI), virtual reality, and data analytics into smart campuses. The chapter also looks at the role that educators will play in the future, highlighting how their duties will change as technology becomes more and more integrated into the classroom. The statement emphasizes the significance of educators taking on the role of learning facilitators, assisting students in acquiring the competencies required for the digital era. The article also highlights the necessity for Universities to promote emotional intelligence in their initiatives by discussing emerging trends in student mental health and well-being. The chapter argues in favor of an all-encompassing approach to education that strikes a balance between human traits and technical proficiency and offers institutional and governmental policy proposals to further this goal. This chapter gives educators, administrators, and policymakers the tools they need to confidently navigate the changing environment of education by providing a road map for the future. While technology will always be important in education, it underlines that developing emotional intelligence will be even more important in equipping people to live meaningful and influential lives in the digital era.

Editors

Dr. JOANNA ROSAK-SZYROCKA

Czestochowa University of Technology

Poland 

joanna.rosak-szyrocka@wz.pcz.pl

Dr.  SHASHI KANT GUPTA

PDF, Eudoxia Research University

 USA

CEO & Founder, CREP, Lucknow, UP

 India

raj2008enator@gmail.com

PROFESSOR MUHAMMAD SHAHBAZ 

Economics at the Beijing Institute of Technology

 China

 Visiting Research Fellow at the University of Cambridge

 UK 

muhdshahbaz77@gmail.com

FULL PROFESSOR MARKUS LAUNER

Ostfalia University of Applied Sciences at the Campus Suderburg

Germany

m-a.launer@ostfalia.de

Publication

ESUwEI2024 call for chapters will be published in Routledge edited book

IMPORTANT DATES:

Abstract submisson: before 10 September 2024

Acceptance notification: 30 September 2024

Full chapter submisson: 30 October 2024

Results Returned Review: 20 November 2024

Revised Chapter Submission: 30 November 2024

Submission deadline: 10 December 2024

T&F Submission deadline: 1 January 2025

Contact

All questions about submissions should be emailed to dr Joanna Rosak-Szyrocka, e-mail: joanna.rosak-szyrocka@wz.pcz.pl