Curricular provisions in Romania and the Republic of Moldova concerning the development of emotional intelligence in primary school students

Abstract

The research aimed to investigate the curricular framework of Romania and the Republic of Moldova in relation to the development of emotional intelligence among primary school pupils, seeking to highlight how values, educational goals, and key competences are translated into objectives and content with socio-emotional relevance. The analysis of educational policy documents and subject-specific curricula revealed that, beyond differences in formulation and degree of explicitness, both systems foster empathy, self-regulation, cooperation, and social responsibility, both through transversal provisions and methodological recommendations. In this regard, the curriculum becomes an instrument for supporting the formation of a harmonious personality, capable of constructive relationships and adaptation to the demands of contemporary society.