Emotional intelligence is a relatively new concept. Hence, it appears crucial to investigate its short-term and long-term effect on educational process. The primary aim of this study is to identify how teaching emotional intelligence affects the emotional competence of social pedagogue students by measuring their levels of emotional intelligence before and after training. For this, the Hall Emotional Intelligence Test was used. The focus lies on these aspects of emotional intelligence (emotional competencies): Emotional Awareness, Managing your Emotions, Self-motivation, Empathy, and Managing the Emotions of Other People. The results demonstrate a substantial improvement in all these measures. The present findings may be valuable for further research on emotional intelligence in education. In addition, the paper proves that raising teacher’s emotional intelligence is beneficial to teaching and learning.

The concept of digital natives is a frequently heard concept today. We live intertwined with technology. As in every field, technology has also taken its place in the fields of education. In addition to the advantages of technology products that facilitate the life of university students academically, physically, psychologically and socially, they also have negative effects in terms of physical, psychological and sociological aspects. Especially due to the misuse of smartphones, mobile Internet and social media, university students experience many problems such as technology addiction, nomophobia, netlessphobia and problematic social media use. In terms of socialisation, it is seen that university students are more affected by the psychological factors brought by technology, as they use it extensively in their academic studies and access to information. For this purpose, this study aims to determine the views of university students on the psychological effects of technology. Within the scope of this general purpose, a study was conducted with 84 university freshmen. In order to reach the aim of the research, five open-ended questions developed by the researcher were asked. As a result of the research, it has been revealed that university students have problems because they do not use technology correctly. This situation disrupts social relationships and affects communication. The use of technological tools by students may cause social phobia, communication problems, academic success, emotional turmoil and physical harm to physical health. For conscious use, it can be recommended to inform students by giving trainings.     Keywords: University, digital natives, technology, psychology, education, media;

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A b s t r a c tAim of the study: The authors attempt to determine the relationship between flexibility of cognitive control and features of the nervous system in the context of two human signal systems. Material and methods:The authors used the Stroop test, the method of determining the balance of the first and the second signal systems in the context of visual memory, and two heuristic tasks: the verbal task "Swahili" and the visual-figurative task "Observer in the square". Results: There were no direct correlations between flexible cognitive control and the first/second signal systems, or their balance. However, an important connection between the second signal system and the predominance of the verbal (semantic-conceptual) method of processing information. The results of the correlation analysis have proven the existence of a link between flexible cognitive control and successful solutions of heuristic tasks. In the group of "Rigid" subjects, the successful solution of tasks is associated with a dominant manner of the processing of the information, and the presentation of a particular task. Conclusions:The results obtained demonstrate a link between flexible cognitive control and successful solutions of heuristic tasks. They also point to a relationship between solving visual-figurative tasks and sensory-perceptual (perceptual-motor) methods of processing information. There were no direct correlations between flexible cognitive control and the first/second signal systems or their balance.

The article investigates emotional intelligence and the modes of its formation and development among future social teachers. The hypothesis: the use of interactive educational technologies in teaching humanitarian subjects among future social teachers in practical classes in the form of socio-psychological training (TPS) contributes to the development of emotional intelligence. Students at the Faculty of Social Sciences of L.N. Gumilyov Eurasian National University (ENU after L.N. Gumilyovy) and students from the Faculty of Pedagogy at K.Zhubanov Aktobe Regional State University participated in the study. To achieve the goals, humane disciplines for social teachers used the SPT with the aim of updating students' creative potential, developing empathy and other components of emotional intelligence (EI). An analysis of EI indicators for subjects in the early and late stages of the study confirmed our hypothesis that the use of interactive educational technologies in teaching humanitarian subjects among future social teachers in the form of socio-psychological training (TPS) has a positive impact on o formation and further development of the intrapersonal and interpersonal aspects of emotional intelligence.