In the evolving paradigm of contemporary education, the imperative to cultivate genuinely inclusive classrooms necessitates a profound reexamination of the psychosocial competencies that underpin effective pedagogy. This article advances a rigorous psychological-educational inquiry into the transformative potential of emotional intelligence (EI) and teacher self-awareness as foundational catalysts for fostering inclusivity within diverse learning environments. Situated at the intersection of affective neuroscience, developmental psychology, and critical pedagogy, the study explores how educators’ intrapersonal and interpersonal emotional capacities can be strategically leveraged to navigate and overcome entrenched biases, microaggressions, and systemic inequities that persist in educational settings worldwide.

The article highlights the ethical and pragmatic dimensions of inclusivity, framing these competencies not as ancillary soft skills but as essential, research-validated constructs that materially influence classroom climate, learner agency, and academic equity.

Methodologically, the study employs a mixed-methods design integrating quantitative psychometric assessments of emotional intelligence and self-awareness scales with qualitative phenomenological interviews capturing educators’ reflexive narratives and pedagogical praxis. The analysis reveals significant correlations between heightened emotional intelligence and teacher efficacy in managing classroom diversity, alongside compelling evidence that self-awareness functions as an antecedent to intentional, equity-centered instructional decisions.

By reframing inclusion through the dual lenses of emotional intelligence and teacher self-awareness, the article advances a nuanced conceptual framework that challenges reductive compliance-based models of diversity. The implications of this reframing are profound, calling for integrative teacher education reforms, targeted professional development, and organizational transformation to actualize the promise of inclusive education in diverse global contexts. The article contributes to the emergent corpus of knowledge, positioning emotional intelligence and self-awareness as indispensable pillars for the future of inclusive pedagogy and transformative educational justice.

Keywords: Emotional intelligence in education, teacher self-awareness, inclusive pedagogy, reflective practice, educational equity.