The Role of English Literature in Developing Emotional Intelligence in Inclusive Education

Abstract

English literature has increasingly been recognized as an effective pedagogical tool for promoting students' cognitive and emotional development while supporting inclusive educational practices. However, empirical evidence integrating literary engagement, emotional development, and inclusive education remains limited. This study examined the role of English literature in fostering perceived emotional development within the context of inclusive education using a quantitative secondary data analysis. Data was obtained from publicly available datasets, with the primary analysis conducted on responses from 582 undergraduate students regarding their reading habits and engagement. Descriptive statistics and Chi-square tests of independence were employed to examine the relationships between reading engagement and perceived emotional outcomes. The findings revealed that most students engaged in reading primarily for academic purposes and reported improvements in creative thinking, academic performance, emotional relaxation, and problem-solving skills after reading. Reading frequency demonstrated a statistically significant but weak association with perceived emotional development (χ² = 23.55, p = .023; Cramer's V = .116). In contrast, the type of books read showed a significant moderate association with perceived emotional development (χ² = 97.42, p < .001; Cramer's V = .409). These findings suggest that meaningful engagement with English literature contributes to students' cognitive and emotional growth and supports the promotion of inclusive learning environments. The study highlights the educational value of literature-based learning while recommending future research employing validated emotional intelligence measures and integrated primary datasets.