This article explores how emotional intelligence may be integrated into an international curriculum. Through the examination of several models of international education it is determined that values of open-mindedness, inclusion, respect and tolerance are more likely to be achieved within a curriculum that fosters the development of emotional intelligence (EI). The form that the curriculum might take is studied from the perspective of three theoretical models, and the thesis is presented that, in order for an international education to be experienced, both ideas and emotions must cross frontiers.
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