Purpose: This study aims to identify and substantiate the pedagogical conditions that ensure cognitive-emotional integration in medical education, emphasizing the balance between intellectual development and emotional intelligence for the formation of empathetic, competent, and ethically responsible healthcare professionals. Methodology: A mixed-method design combining theoretical and empirical approaches was employed. The research involved 120 medical students divided equally into experimental and control groups. Data were collected using instruments such as the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT), Jefferson Scale of Physician Empathy (JSPE), and Reflection Questionnaire. Experimental interventions included reflection-based learning, empathy simulations, and emotionally engaging teaching strategies. Results: Findings revealed significant improvements (p < 0.05) in the experimental group in emotional intelligence (+24%), empathy (+22%), and reflective ability (+27%) compared to the control group. Qualitative data indicated enhanced motivation, emotional regulation, and professional identity formation, confirming that emotional engagement deepens cognitive understanding and ethical awareness. Conclusion: Cognitive-emotional integration effectively harmonizes rational and affective learning, strengthening both professional competence and emotional resilience. The developed pedagogical model fosters holistic development, aligning with humanistic and experiential learning theories. Limitations: The study was limited to one academic semester and a single institution, suggesting the need for longitudinal and cross-cultural validation. Contribution: This research contributes a validated pedagogical model that unites cognition and emotion, offering actionable strategies for medical educators to cultivate emotionally intelligent, reflective, and compassionate physicians.

Purpose: This study aims to examine the psychological characteristics that shape the development of geographical thinking among students, emphasizing the interplay between cognitive, emotional, and motivational factors. It seeks to identify effective psychological and pedagogical approaches that enhance analytical, creative, and environmental awareness through geography education. Methodology: The research employs a qualitative-descriptive approach supported by psychological and pedagogical analyses based on the theories of Vygotsky, Piaget, Bruner, Leontiev, Ausubel, and Gardner. Observations, diagnostic tests, surveys, interviews, and experimental teaching sessions were conducted to evaluate cognitive development, emotional engagement, motivation, and spatial reasoning across various age groups. Results: Findings reveal that geographical thinking develops most effectively in psychologically supportive and interactive learning environments. Emotional balance, intrinsic motivation, and individualized teaching approaches significantly enhance students’ spatial reasoning and problem-solving skills. The integration of visual aids, maps, and real-life examples strengthens long-term memory and analytical thinking. Furthermore, social interaction and collaborative learning stimulate critical and creative thought, transforming students into active participants in the learning process. Conclusion: The formation of geographical thinking is a multidimensional process rooted in cognitive, emotional, and motivational harmony. Teachers play a vital role by fostering motivation, empathy, and psychological comfort, enabling students to connect geographical concepts with real-world understanding and ethical awareness. Limitations: The study’s qualitative design limits statistical generalization and focuses primarily on school-based learning contexts. Contribution: This research contributes to educational psychology by integrating psychological principles into geography education, offering practical insights for teachers to enhance students’ intellectual, emotional, and environmental consciousness through active and meaningful learning.

Purpose: This study aims to analyze the psychological features of emotional relationships among primary school teachers, focusing on the mechanisms that influence teachers’ interactions with students, parents, and colleagues. It explores how emotional intelligence, empathy, and stress regulation contribute to building emotionally healthy learning environments and improving teachers’ professional effectiveness. Methodology: A mixed-methods approach was used, combining quantitative and qualitative data to ensure a comprehensive understanding of teachers’ emotional dynamics. The study involved 100 primary school teachers (aged 25–55) selected through stratified random sampling. Instruments included an Emotional Intelligence Questionnaire based on Goleman’s framework, the Teacher–Student Relationship Scale, classroom observations, and semi-structured interviews. Quantitative data were analyzed through correlation statistics, while qualitative data were examined thematically to identify patterns of emotional regulation, empathy, and stress management. Results: Findings revealed a strong positive correlation between emotional intelligence and the quality of teacher student relationships. Teachers demonstrating higher self-awareness, empathy, and emotional control experienced fewer conflicts, greater student trust, and higher job satisfaction. Gender and experience differences were also observed female and veteran teachers generally showed higher emotional resilience and relational stability. Conclusion: The study concludes that emotional intelligence is a vital component of teaching competence, shaping classroom climate, communication, and teacher well-being. Developing emotional awareness and regulation enhances both instructional quality and student outcomes. Limitations: The study was limited to one educational context and relied partly on self-reported data, which may influence objectivity. Contribution: This research contributes to educational psychology by emphasizing emotional competence as a core element of teacher professionalism and by providing practical insights for teacher training, counseling, and educational policy.