Keyword: «educational environment.»

The article examines the issue of emotional intelligence in younger schoolchildren as an important psychological construct that determines features of social adaptation, interpersonal interaction, and academic success in primary school. The relevance of the study is driven by increasing demands on children's emotional maturity within the contemporary educational environment and the need for targeted pedagogical influence on the emotional sphere of personality in early school age. The aim of the article is a theoretical analysis of the nature of emotional intelligence, its structural components, and age-related characteristics of its manifestation in younger schoolchildren. The paper synthesizes domestic and foreign scientific approaches to understanding emotional intelligence and identifies the main psychological and pedagogical conditions that promote its development within the primary school educational process. The findings can be used in primary education practice when organizing instructional and воспитательная work focused on developing students' emotional competence.

The modern educational environment is undergoing a transformation associated with the active implementation of STEM education (Science, Technology, Engineering, Mathematics). Unlike traditional education, which often relies on memorization of facts within narrow disciplines, the STEM approach emphasizes interdisciplinary learning, project-based activities, and the development of practical problem-solving skills. This is a new format of education where science, technology, engineering, and mathematics are integrated into a unified system of knowledge. This approach prepares students for the realities of the 21st century, fostering critical thinking, creativity, and the ability to work with advanced technologies.