This extensive review debates the complicated relationship between academic achievement and emotional intelligence, highlighting the multi-dimensionality of emotional intelligence and its consequence on students' academic performance. Theoretical models, such as those by Mayer and Salovey, and Goleman, are discussed in detail, including components such as self-awareness, self-regulation, empathy, and social skills. The paper calls for a change in focus from traditional academic intelligence to emotional competencies involving motivation, self-efficacy, and resilience as the critical determinants of academic success. It will critically review some of the assessment frameworks and empirical studies showing positive linkages between emotional intelligence and academic achievement across different age groups and settings across the world. It underlines the need to include emotional intelligence in the curricula and professional development of teachers, providing further impetus for research and tailored educational interventions. Another significant topic dealt with in the review concerns technology—artificial intelligence, in particular—to enhance educational outcomes, plus another very significant aspect: social and emotional learning from early childhood onward. The holistic approach will further enhance students' educational experiences regarding overall well-being.

Keywords: Emotional Intelligence, Academic Achievement, Self-Awareness, Self-Regulation, Empathy, Social Skills, Motivation, Self-Efficacy, Resilience, Theoretical Models, Assessment Frameworks, Educational Interventions.