From Emotion to Innovation: A Sociological Study of Emotional Intelligence and Creative Capacity among Students in Pakistani Higher Education

Abstract

This study investigates the sociological relationship between emotional intelligence and creative capacity among students in Pakistani higher education, conceptualizing innovation as a socio-emotional and structurally mediated process rather than a purely cognitive outcome. Using a quantitative, cross-sectional survey design, data were collected from 316 students enrolled in BS (4-year) programs in the Faculty of Social Sciences at a public sector university through stratified random sampling. A structured questionnaire assessed students’ attitudes and perceptions, with reliability confirmed via a pilot study (Cronbach’s alpha > 0.700), and data were analyzed using descriptive statistics. The findings indicate that higher levels of emotional intelligence particularly self-awareness, empathy, emotional regulation, and intrinsic motivation are strongly associated with enhanced creative capacity, including creative problem-solving, idea generation, and adaptive thinking. From a sociological perspective, these emotional competencies are socially constructed and influenced by familial expectations, peer interactions, institutional culture, and broader societal norms, whereas institutional hierarchies, rigid pedagogical practices, and limited interdisciplinary exposure constrain creative expression even among emotionally skilled students. Drawing on emotional intelligence frameworks, the componential theory of creativity, symbolic interactionism, and Bourdieu’s concept of cultural capital, the study reveals how emotions, social structures, and cultural resources intersect to shape innovation, concluding that fostering creativity in Pakistani higher education requires integrating socio-emotional development with supportive institutional policies and pedagogical reforms.