Enhancing Emotional Intelligence in Students via ICT and Gamification: Insights from the Pol-Com Project
DOI:
https://doi.org/10.15503/emet2025.147.160Keywords:
Law-enforcement, VET, Emotional Intelligence, E-Learning, CommunicationAbstract
In the wake of the global pandemic that disrupted all aspects of life—including edu- cation—significant changes have reshaped teaching and learning practices. The crisis acted as a catalyst for rapid digital adaptation among instructors, administrators, and learners; consequently, many adopted Information and communication technologies
(ICT) tools out of necessity, even those who were previously hesitant due to tradi- tional pedagogical norms or skepticism about technology’s value. This shift was espe- cially notable in higher and vocational education, and it has led to changes that now appear largely irreversible.
ICT tools have proven effective for knowledge- and fact-based learning; however, a critical challenge has emerged: the increasing reliance on digital technologies risks limiting the development of interpersonal and emotional intelligence (EI) competencies. These soft skills are indispensable in law enforcement, where professionals must navigate high-pressure and emotionally charged contexts, yet they remain underrepre- sented in existing curricula.
The aim of this study is to examine how gamified ICT tools can be integrated into vocational education and training (VET) to enhance the emotional intelligence and communication skills of law enforcement students. To achieve this aim, the research pursued the following objectives: (1) to analyse theoretical foundations of EI and its relevance to law enforcement; (2) to explore gamification as a pedagogical strategy for EI development; (3) to assess VET students’ perceptions and experiences with gamified ICT environments; and (4) to provide recommendations for incorporating gamification into training curricula.
The KA220-VET Pol-Com project was launched to address this gap by designing a digital platform with gamified tools aimed at fostering EI and communication compe- tencies. The project unfolded in several phases: identification of EI as an underexplored domain (Q1 2024), trainer feedback confirming its importance (Q2 2024), and student feedback from higher education (Q4 2024) and VET cohorts (Q1–Q2 2025). This paper presents the findings from VET students, offering insights into how ICT-based gami- fied tools can support the development of emotional and social skills in law enforce- ment education.
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