PurposeThe emotional intelligence (EI) model is widely used in pedagogy, management and other spheres as a useful concept with great potential for application. At the same time, there are significant differences in the traits of EI in different social groups, in particular, in different countries, which are just beginning to be studied. To date, there is a significant gap in the research literature on cross-cultural research in the field of EI, especially in the area of measuring its performance. This work is devoted to the study of the quantitative aspects of the differences in the traits of EI between teachers of higher educational institutions in Kazakhstan and Russia.Design/methodology/approachFor the study, 700 participants from two countries were involved, 350 people from each with an approximately equal distribution by gender and age. Mann–Whitney U test and Fisher transformation were used for statistical analysis of the results of the N. Hall test for teachers from two countries.FindingsAs a result of assessing the level of EI by the method of N. Hall, significant differences were found in the manifestation of various scales of EI in representatives of these two groups (Fisher's transformation relative to the scales: “emotional awareness” was f*em = 5.466).Originality/valueThe practical value of the study lies in the discovery of a methodology for determining the difference in the traits of EI, which can be used in the correction of teaching methods, personnel management in higher educational institutions and in the formation of educational teams.

This study describes the features of active game-based learning in primary schools. The survey involved 38 national sports coaches and 29 school teachers. Based on previous empirical findings, this study probes whether there is an established opinion about national games in the school curriculum among teachers and experts. Primary school students are offered many techniques to form necessary skills during the execution of physical exercises. The findings demonstrate that different games and competitions are able to expand the social circle of children. In the long run, the relationships between individual tribes and tribal unions became consistent and global. Games and competitions favoured this tendency, contributing to a gradual formation of behavioural norms in people of different generations.