This research aims to analyze the impact that the application of EI theory can have on the development of students' professional competencies, in accordance with the demands of the labor market. This is because a large number of contributions indicate that nearly fifty percent of professionally active individuals, especially those graduating from pre-university education, who enter an organization present significant deficiency in their professional competencies, highlighted by their emotional aptitudes and interpersonal relationships.

75% of high school graduates exhibit deficiencies in their professional competencies and holistic development, particularly in relation to emotional intelligence (EI) elements when facing professional tasks (United States Department of Labor, 2012). Corporate managers label the practical training of graduates as inadequate (Freire et al., 2013), leading to employer dissatisfaction (Kunz & De Jager, 2019). Börner et al. (2018) highlight the disparity between what schools deliver through academic education and training programs and what labor organizations actually require. The curricular content related to the development of professional competencies lacks coherence with the formative needs essential for improving academic processes (Shavaliyeva, 2019).

Using a quantitative methodological approach, due to its level of objectivity, rigor, and reliability, a descriptive study design was used, using a cognitive research paradigm. Closed questionnaires with 35 to 40 variables were developed and administered to 120 students from 4th grade to 6th grade of secondary school, and 15 variables to 17 professional teachers. The data were accurately analyzed and measured through statistical tabulation. Additionally, a combined open-ended question was added to students in 5th and 6th grade of secondary school, and five open-ended questions were added to teachers. These questions were descriptive and contextual, without representing or configuring a secondary analytical approach, to understand the motives and situations, thus enriching the interpretation of the results obtained. These assessment instruments were highly validated by educational experts, pilot-tested, and reliability measured using Cronbach's alpha coefficient.

Overall, the theoretical research reviewed supports the results obtained and reinforces the relevance of integrating Emotional Intelligence (EI) theory as a cross-cutting component in educational programs. This integration enables the alignment of students’ professional competencies with the actual demands of the labor market, thereby helping to bridge the gap between classroom instruction and the expectations placed on professionals in the workplace.

The research was conducted as a case study at a private educational institution in Santo Domingo, Dominican Republic. The results show that students who develop professional competencies through the application of Emotional Intelligence theory in education tend to demonstrate higher levels of professional effectiveness, reflected in their performance in the labor market.

Keywords: Professional competencies, emotional intelligence, soft skills, employability, labor market.