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Johnny Chan, University Canada West, CanadaAbstract
This cross-disciplinary study interrogates the emotional and social dynamics underpinning college students’ experiences of interpersonal conflict. Integrating both health and education perspectives and drawing insights from a qualitative research base-including self-reflection reports and semi-structured interviews-this paper explores how emotional literacy and cultural responsiveness serve as catalysts for constructive relationship management and student well-being. The analysis is situated within established frameworks of emotional literacy, conflict theory, and contemporary practices in higher education, centering concepts such as emotional interdependency and emotion-driven violations. Thematic findings reveal the critical roles of empathy, emotional reciprocity, and context-aware interventions in supporting resilience and relational repair. The paper advances evidence-based recommendations for educators and university administrators, including the promotion of empathy-building workshops, reflective dialogue practices, and integrated wellness curricula. By situating emotional literacy as central rather than supplemental to the higher education mission, and by embracing culturally responsive pedagogies, institutions can more effectively prepare students for global citizenship, personal agency, and peacebuilding in increasingly complex and polarized societies. Thus, this paper aligns with SEACE’s themes of Global Citizenship and Education for Peace, advocating for a paradigm shift toward emotionally intelligent and culturally responsive educational communities.
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Conference: SEACE2026Stream: Higher education
This paper is part of the SEACE2026 Conference Proceedings (View)
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