ROLE OF EMOTIONAL LITERACY IN NURTURING INCLUSIVE LEARNING CULTURES

Abstract

Emotional literacy has emerged as a key enabler of inclusive and sustainable learning environments. Defined as the ability to recognise, understand, express, and regulate emotions in oneself and others, it fosters safe, empathetic, and collaborative learning spaces. This review examines how emotional literacy supports inclusive learning cultures, particularly in non-formal and community-based contexts where learners often face social, economic, and educational disadvantages. Four core components: emotional awareness, empathy, self-regulation, and interpersonal communication are identified as foundational to engagement, mutual respect, and well-being. Educators and facilitators who model these competencies influence the emotional climate of learning spaces, strengthening belonging and motivation among diverse learners. Practices such as relational pedagogy, reflective dialogue, and emotionally responsive teaching are highlighted as effective strategies for advancing inclusion. Drawing on interdisciplinary literature, programme evaluations, and international case studies, the review explores how emotional literacy operates within neighbourhood and community learning environments that frequently serve excluded or underserved populations. It demonstrates how emotional literacy can re-engage marginalized learners, enhance communication, and build social cohesion. The analysis is guided by two central questions: (1) What are the key components of emotional literacy that position it as a strategic enabler of transformative learning? and (2) How can emotional literacy support personal growth, social cohesion, and educational equity in inclusive and sustainable learning contexts? Using a qualitative synthesis of existing research and policy reviews, the article identifies promising practices alongside persistent gaps, including the absence of scalable models in low-resource settings and limited longitudinal evidence of impact. The review concludes that emotional literacy must be recognised not as a supplementary skill but as a core dimension of inclusive educational design. Integrating it into professional development, community-based curricula, and local partnerships is recommended to cultivate emotionally intelligent learning ecosystems that promote equity, resilience, and sustainable development.