Emotional Intelligence, Immediate Auditory Memory, and ICT in Primary Education: A Neuroeducational Approach

Muñoz-Pradas, Raquel; Romero-Morales, Alejandro; Palacios-Rodríguez, Antonio; Fernández-Scagliusi, Mª Victoria

doi:10.3390/socsci15020058

Open AccessArticle

Emotional Intelligence, Immediate Auditory Memory, and ICT in Primary Education: A Neuroeducational Approach

by

Raquel Muñoz-Pradas

¹

,

Alejandro Romero-Morales

¹,

Antonio Palacios-Rodríguez

^2,*

and

Mª Victoria Fernández-Scagliusi

²

¹

Osuna University School, 41640 Osuna, Spain

²

Department of Didactics and Educational Organization, University of Seville, 41013 Seville, Spain

^*

Author to whom correspondence should be addressed.

Soc. Sci. 2026, 15(2), 58; https://doi.org/10.3390/socsci15020058

Submission received: 21 November 2025 / Revised: 19 January 2026 / Accepted: 21 January 2026 / Published: 23 January 2026

(This article belongs to the Special Issue Educational Technology for a Multimodal Society)

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Abstract

This study examines the relationship between Emotional Intelligence (EI) and Immediate Auditory Memory (IAM) in primary-school students aged 10–12 years. Through a neuroeducational perspective, it explores how emotional competencies, particularly emotional meta-knowledge, interact with cognitive retention processes. Standardized instruments were administered to a sample of 175 students from schools in Southern Spain. The findings indicate a positive association between Emotional Clarity—a key subdimension of EI—and IAM, with Emotional Clarity emerging as a modest predictor of auditory retention. No notable associations were observed for Emotional Attention or Emotional Repair. These results suggest that the ability to understand one’s emotions may subtly facilitate the processing and retention of auditory information. From neuroscientific and technological viewpoints, the study highlights the potential benefits of integrating emotional education and digital tools in the classroom to enhance student well-being and cognitive development, while calling for cautious interpretation due to the multifaceted nature of these variables.

Keywords: elementary education; emotions; emotional intelligence; immediate auditory memory; neuroeducation; cognitive performance

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MDPI and ACS Style

Muñoz-Pradas, R.; Romero-Morales, A.; Palacios-Rodríguez, A.; Fernández-Scagliusi, M.V. Emotional Intelligence, Immediate Auditory Memory, and ICT in Primary Education: A Neuroeducational Approach. Soc. Sci. 2026, 15, 58. https://doi.org/10.3390/socsci15020058

AMA Style

Muñoz-Pradas R, Romero-Morales A, Palacios-Rodríguez A, Fernández-Scagliusi MV. Emotional Intelligence, Immediate Auditory Memory, and ICT in Primary Education: A Neuroeducational Approach. Social Sciences. 2026; 15(2):58. https://doi.org/10.3390/socsci15020058

Chicago/Turabian Style

Muñoz-Pradas, Raquel, Alejandro Romero-Morales, Antonio Palacios-Rodríguez, and Mª Victoria Fernández-Scagliusi. 2026. "Emotional Intelligence, Immediate Auditory Memory, and ICT in Primary Education: A Neuroeducational Approach" Social Sciences 15, no. 2: 58. https://doi.org/10.3390/socsci15020058

APA Style

Muñoz-Pradas, R., Romero-Morales, A., Palacios-Rodríguez, A., & Fernández-Scagliusi, M. V. (2026). Emotional Intelligence, Immediate Auditory Memory, and ICT in Primary Education: A Neuroeducational Approach. Social Sciences, 15(2), 58. https://doi.org/10.3390/socsci15020058

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Emotional Intelligence, Immediate Auditory Memory, and ICT in Primary Education: A Neuroeducational Approach

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