Emotional intelligence was originally thought of as a subset of social intelligence. Since it has been connected to better mental health and an overall enrichment of an individual's life, the development and improvement of emotional intelligence through educational intervention is of considerable relevance to education in the twenty-first century. Emotional intelligence (EI) is important in education when teachers are able to control and manage their feelings to maintain a positive learning environment in the classroom. It occurs when individuals make the effort to comprehend their feelings and build relationships with others in their environments. Therefore, the role of emotional intelligence in classroom management and inclusive learning in South Africa is the main emphasis of this study. To accomplish the goal of the study, a conceptual research design was employed. In order to meet its objectives, the study concentrated more on earlier studies that employed a qualitative research approach to comprehend how emotional intelligence contributes to the development of a welcoming and inclusive learning environment. The study collected data from the literature on how well teachers use emotional intelligence (EI) to manage classroom behaviour and the strategies that may be used to improve EI competencies in classrooms. The findings demonstrate that emotionally intelligent teachers and learners are better able to create a respectful, trusting, and compassionate learning environment that improves academic achievement. Ultimately, the purpose of emotional intelligence (EI) in education is to give learners and teachers the EI skills they need to be more aware of the environment and enhance their quality of life. Furthermore, in order to lower school violence and raise academic achievement generally, emotional intelligence must be incorporated into the educational system.

Keywords: Emotional intelligence, classroom management, inclusive learning, academic achievement, Teachers, learners.