Transforming Emotional Well-being in the Workplace

Abstract

The rate at which digitalisation in higher education settings increases levels of pressure among academics in universities poses a consequent need to adopt innovative methods in the development of emotional intelligence. This chapter aimed to understand the efficacy of an “artificial intelligence (AI)-supported digital mindfulness intervention” strategy as part of a smart university approach. Purposive sampling involved the selection of 90 university teachers identified as having high levels of emotional disturbance and stress. A quasi-experimental study design was used, in which emotional intelligence, stress reduction, and emotional balance were assessed before and after a 12-session intervention of AI-supported digital mindfulness in a teacher intervention program. An intervention strategy of digitally facilitated mindfulness practices, such as Indian knowledge system-based om chanting, controlled respiration, yoga, and meditation, formed part of the study. In this study, emotional intelligence was measured at various levels of mindfulness, including using standardised questionnaires such as the Emotional Quotient Inventory (EQ-I), Five Facet Mindfulness Questionnaire (FFMQ), and Perceived Stress Scale (PSS). All mindfulness dimensions significantly improved, with notable gains in nonreactivity, observation, emotional regulation, and emotional balance. Structural equation modeling confirmed strong relationships between mindfulness practices and emotional intelligence (EI) outcomes. The findings support AI-supported digital mindfulness as a sustainable model for leadership development and professional well-being in smart universities.