Keyword

Economic Integration, Emotional Intelligence, Private Universities, Public Universities, Simulation Models, Teaching

Abstract

Emotional Intelligence is a vital strategy that should be emphasized in both public and private higher education institutions as it involves recognizing emotions as valuable sources of information that support effective interaction within social contexts. EI encompasses the ability to control one’s own emotions, understand other feelings, and influence through processes and behaviors accordingly. Integrating EI into university settings can improve students’ cognitive approaches not only through academic theories but also through engaging them in practical activities such as economic simulation models and consultation circles. These methods foster the extraction of economic insights that can inform policymakers’ decisions. 

Simulation models significantly influence both students and policymakers. However, their current use is largely centered on improving students’ knowledge, skills, and overall character development. While this educational benefit is widely recognized, the potential impact of these models on policymakers is overlooked. It is essential to acknowledge that policy makers can benefit greatly from engaging with students through consultation circles, which provide innovative ideas, and collaborative economic solutions.

This paper argues for the relationship between economic simulation models developed by academic advisors in public and private institutions as tools of emotional intelligence and their role in promoting economic integration. This study aims to explore student-led economic simulation models in universities by examining their effectiveness, practices, activities, and outcomes. Using qualitative methods specifically interviews and surveys with university students and academic advisors, this study aims to determine whether the evidence supports or rejects the relationship between both variables


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