Emotional intelligence (EI) significantly contributes to students' academic success, leadership, and psychological resilience. A study shows that the development of EI through mentoring approaches can enhance empathy, emotional awareness, and resilience all of which are critical in shaping adaptive and strong individuals. Strengthening EI has also been proven to increase motivation to pursue careers in education, particularly when driven by social and altruistic values [20] . Furthermore, both spiritual and emotional values are linked to happiness and academic achievement among university students, as demonstrated in research conducted in Indian higher education institutions. The findings suggest that spiritual intelligence and EI mutually reinforce each other in shaping individuals capable of coping with pressure and positively adapting to environmental changes, making this synergy highly relevant in the context of the SDGs.

In the context of higher education, emotional intelligence is considered a key factor in achieving SDG 3 on well-being. A study emphasizes that enhancing the EI of lecturers supports emotional well-being and mental health, which ultimately affects the quality of learning and sustainable educational outcomes. The integration of values and emotional intelligence has also been shown to support a positive school culture and the internalization of values. Another study reveals that collaboration between social activities and EI encourages stronger peer connections, reinforces collective identity, and fosters values such as social responsibility and empathy all aligned with the principles of the SDGs [21] , [22] .

Liang's Study also showed that interactive technology-based learning can significantly enhance the development of emotional intelligence (EI) compared to static learning methods. This reinforces the idea that value-based education can be strengthened through innovative learning designs that engage students emotionally and cognitively [23] .

The role of educators and families in shaping children's emotional intelligence is crucial. In the context of family, research has found that the quality of the emotional relationship between parents and children strongly correlates with the emotional abilities of preschool-aged children. A harmonious family environment creates a psychologically conducive condition for the development of values and social sensitivity.

In the education sector, emotional intelligence has been proven to play an important role in enhancing critical thinking [24] . A study on nursing students in Iran showed a significant correlation between EI and critical thinking abilities, supporting ethical and reflective professional decision-making. This confirms that EI is not only intrapersonally important but also essential for forming a mature moral judgment. The strengthening of EI among adolescents is also a key focus in building resilience. A study combining mental education and sports for teenagers showed that value-based physical activity interventions were effective in developing personal endurance and positive attitudes [25] .

The link between emotional intelligence and academic performance is also evidenced in a study that connected EI, compassion, and student engagement. The results indicated that students with high EI levels tend to have strong empathy and commitment, which directly improve learning outcomes [26] . At the institutional level, value education and EI should be integrated as a core part of the curriculum. This is reflected in the policy of the University of Siena, which incorporates SDG values through non-formal and transformational education based on empathy and EI. Such practices demonstrate that cross-sectoral approaches are essential to mainstream EI and values education in higher education.

Overall, the literature shows that integrating values and emotional intelligence not only strengthens students' character in the digital era but also contributes to achieving the Sustainable Development Goals (SDGs). Future education models must place values and emotions as core components of the educational system to build resilient, ethical generations capable of facing global challenges.

The article on the topic "Value Education and Emotional Intelligence: Building a Resilient Generation in the Digital Era to Achieve SDGs" highlights a growing trend in publications over recent years. Based on the data, there were 24 articles published in 2021, which increased to 27 articles in 2022. Although there was a slight decline to around 21 articles in 2023, the number of publications surged significantly in 2024, with more than 50 articles released. This sharp increase reflects the rising interest among researchers in the importance of integrating value education and emotional intelligence to shape a resilient generation in the digital age. Furthermore, this trend indicates that the topic is increasingly viewed as a strategic issue in supporting the global achievement of the Sustainable Development Goals (SDGs).

Next, the top 10 authors with the highest number of publications related to the topic "Value Education and Emotional Intelligence: Building a Resilient Generation in the Digital Era to Achieve SDGs" are shown in the figure. The author with the most publications is Shafait, Z., with a total of more than three documents. He is followed by Anwar, S., Guo, K., Hui, Z., Liu, C., Ma, Q., Saraih, U.N., and Yao, S., each of whom has published two documents in this field. Meanwhile, AbdelFattah, K.R. and Abdelsalam, E. are noted to have one relevant publication each. This data illustrates the active contribution of these authors in enriching academic literature on the integration of value education and emotional intelligence within the context of sustainable development in the digital era.

As an effort to understand the contribution of value education and emotional intelligence in shaping a resilient generation in the digital era, the analysis of cluster data and relevant literature provides deep conceptual insights. The findings reveal that the core concepts in the development of values and emotional intelligence are inseparable from the context of technology, educational policy, the role of teachers, and the support of family and community environments. Together, these elements form a holistic educational approach that aligns closely with the overarching goals of sustainable development (SDGs).

The first cluster highlights the theme of technology, digital leadership, and education governance. Concepts such as digital leadership, systems, algorithms, and education governance suggest that technological advancement is no longer merely a supporting tool, but an integral part of value-based strategies in education. The study illustrates how the integration of AI in business education enhances students' self-awareness and emotional reflection through an empathy-based and human-centered AI approach. Meanwhile, the study, emphasizes that 21st-century leaders must possess strong emotional intelligence (EI) competencies to support ethical and adaptive leadership in a rapidly changing digital world. The second cluster encompasses the themes of policy strategy, sustainability, and social integration. Keywords such as sustainability, policy, and integration indicate that value education and EI have become part of macro strategies to create an education system that is not only inclusive but also socially resilient. A study from the University of Siena shows how the SDGs, especially in the context of global education and citizenship, can be integrated through learning based on empathy and human values. In Indonesia, a holistic-integrative curriculum based on Sufism values as implemented at UNDAR Jombang demonstrates that spiritual values can synergize with the mission of sustainable education [27] .

The third cluster underscores the importance of digital transformation and institutional adaptation in facing global crises such as the COVID-19 pandemic. Some studies indicate that while EI may not directly influence academic achievement, it plays a crucial role in shaping students' motivation and self-efficacy in online learning environments [28] . Similarly, the study reveals that strengthening EI among lecturers contributes to emotional resilience and improved well-being for academics, aligning with the spirit of the SDGs.

The fourth cluster focuses on the role of teachers and the importance of digital literacy in supporting value education and EI. Keywords such as teacher, digital literacy, and experience affirm the central role of teachers as facilitators of values and emotional guides for learners. The study emphasizes that teacher competence and creative performance act as mediators between EI and learning outcomes. This is reinforced by the findings which show that interactive, teacher-led instruction more effectively enhances EI development than static teaching methods [29] .

The fifth cluster centers on character education for children and value inculcation in early childhood. Concepts such as character education, child, and outcome stress the importance of value-based interventions during early developmental stages. Study confirms that strong emotional bonds between parents and children significantly influence the emotional intelligence development of preschool-aged children. Additionally, sportsbased interventions such as basketball programs, as examined are effective in promoting emotional resilience and motivation among adolescents from low socio-economic backgrounds [30] .

Altogether, these clusters reinforce major educational and psychological theories. The approach aligns with Social Emotional Learning (SEL), Howard Gardner’s Theory of Multiple Intelligences, and Bandura’s Social Cognitive Theory, all of which emphasize that individual development must encompass cognitive, affective, and social dimensions [31], [32]. These theories serve as a crucial foundation in understanding that value education and emotional intelligence cannot be separated from the broader context of social, technological, and policy environments that support them.

Thus, the data and literature analyzed confirm that the integration of value education and emotional intelligence in the digital era is not merely a discourse but a strategic necessity in global education systems. Educational strategies that incorporate technology, values, empathy, and emotional well-being have proven effective in shaping a generation that is not only academically resilient but also morally and socially mature. This approach substantially supports the achievement of the Sustainable Development Goals (SDGs), particularly in building a sustainable, inclusive, and civilized society.

Based on data analysis using VOSviewer software, several dominant themes were identified that are closely linked to the strengthening of value education and the development of emotional intelligence (EI) in the context of the digital era. The identification of these themes serves to map key concepts most frequently discussed in prior literature, thereby making the direction of the review more focused, relevant, and contextual.

The data visualization, presented in the form of a heatmap, displays the distribution of themes using color gradients bright yellow indicates high-intensity themes, while green and blue denote less frequently occurring ones. These thematic categories not only illustrate academic trends but also help explain how interrelated concepts contribute to the formation of a sustainable value-based education system. From this mapping, several key concepts emerged as highly interconnected and central. Themes such as "mental well," "academic resilience," and "wellness" occupied the most intense areas, indicating that emotional well-being is a central focus in current value education development. The keyword "mental well" refers to the importance of establishing emotional stability and personal resilience as the foundation for character development. Research emphasizes that strengthening the emotional dimension in higher education not only supports academic achievement but also fosters psychological and social resilience in students [33] . Mental well-being is also closely tied to academic resilience, defined as students' ability to persevere, adapt, and thrive amidst academic and social pressures, particularly during crises such as the COVID-19 pandemic [34] .

Another dominant concept is generative artificial intelligence (Gen AI), shown in bright yellow in the lower-left part of the visualization. This theme reflects a paradigm shift in digital learning, where technology is no longer just a tool but becomes a partner in value transmission. Research indicates that human-centered AI can enhance self-awareness and emotional engagement through empathetic and reflective learning scenarios. In this context, AI directly contributes to the development of emotional intelligence through adaptive and personalized learning experiences.

Other significant keywords such as “HEIs” (higher education institutions), “education sector,” and “DL aspect” (digital learning aspect) form an interconnected thematic cluster, emphasizing the role of educational institutions as primary spaces for integrating ethical and emotional values into digital-based curricula. This aligns with studies implementing SDG-oriented curricula through empathy, sustainability, and emotional engagement. In practice, digital learning goes beyond the use of media it encompasses ethical thinking and behavior in digital environments, consistent with global education values.

The visualization also highlights strong links between COVID, self-efficacy, and academic resilience, indicating the lasting impact of the pandemic on education systems and underscoring the importance of value education and EI in fostering holistic student resilience. Under such conditions, the ability to regulate emotions, maintain motivation, and respond wisely to change becomes a critical success indicator not merely in terms of knowledge, but character development.

In addition to these major themes, supporting concepts such as "leadership," "woman," and "practical implication" reflect the inclusion of values like equality, gender representation, and the application of values in educational practice. The term "leadership" refers to the development of value-and emotion-based leadership, which is highly relevant to character building among both students and educators. Meanwhile, "woman" points to growing academic attention on the role of women in value education -as teachers, leaders, and key agents in shaping social character within educational institutions.

The intensity of color in the visualization not only shows frequency but also illustrates causal relationships between themes. For instance, the conceptual pathway from generative AI → DL aspect → education sector → mental well represents a logical sequence in which technology supports value-based and emotionally rich learning. Similarly, the path COVID → academic resilience → self-efficacy → wellness demonstrates how crisis contexts have heightened the urgency of integrating emotional intelligence into online learning systems.

These themes are highly relevant for advancing research on value education in the digital age, especially in addressing how technology can be used to strengthen character and emotional intelligence development. For example, value education is no longer confined to abstract moral theory it can now be delivered through interactive technologies that facilitate participatory, reflective, and empathy-driven learning. Teacher digital literacy is also a key element in ensuring that values such as ethics, responsibility, and integrity are effectively conveyed through digital media.

This thematic mapping provides a clear direction for further research by identifying interrelated and impactful topics contributing to value-based and emotionally intelligent education. To ensure consistency in analysis results, researchers are advised to verify findings through triangulation methods, such as combining bibliometric analysis with indepth interviews or institutional case studies. In this way, the results are not only conceptual but also applicable and relevant to both theory and practice in today's rapidly evolving digital education landscape.

The analysis conducted using VOSviewer also produced a visual map that illustrates thematic relationships between concepts, as well as dynamic changes in trends based on the publication periods of keyword appearances in the literature. The visualization employs a color gradient from blue to yellow-yellow indicating topics that are currently emerging or dominant in recent publications, while blue represents older, less prominent topics. The purpose of this analysis is to identify how thematic directions are evolving within the study of Value Education and Emotional Intelligence in the Digital Era to Achieve SDGs, while also understanding the connections between concepts that support theoretical frameworks and the practical development of value-based education.

From the mapping, it is evident that themes such as mental well-being, academic resilience, wellness, and self-efficacy appear in bright yellow, indicating that emotional well-being and academic resilience have become focal points in recent publications. This reflects a shift in research focus from structural issues such as educational systems and institutional governance to more humanistic approaches emphasizing the affective dimensions of learners. This trend is supported by findings that reveal that emotional intelligence (EI) plays a vital role in enhancing self-efficacy and learning resilience, especially within the context of post-pandemic online education. Moreover, also underscores the importance of EI in educational leadership, impacting not only the personal well-being of educators but also the overall quality of the learning environment [35], [36] .

On the other hand, the concepts of generative artificial intelligence (GenAI), the digital learning aspect, and the education sector also occupy strategic positions with high levels of interconnectedness. This indicates that technology particularly GenAI is increasingly being utilized in value-based education and the enhancement of emotional intelligence (EI). A study demonstrates that human-centered AI not only improves learning efficiency but also encourages emotional reflection and self-awareness among learners, both of which are core components of value-based education. The strong linkage among keywords such as "gen AI → positive impact → education sector" suggests that the integration of advanced technologies can positively influence education systems when used ethically and reflectively [37] .

Other key concepts such as leadership, women, and practical implication form a cluster focusing on social dimensions and gender equality in value-based education. Women’s involvement and the strengthening of empathy-driven leadership are essential in implementing justice-oriented and participatory values in education, in line with the spirit of the Sustainable Development Goals (SDGs). In this context, peer mentoring emerges as an effective strategy for developing both leadership competencies and emotional intelligence among educators. Meanwhile, themes like nature, biophilic art, and light point to the emergence of eco-pedagogical and aesthetic approaches in education. These approaches emphasize the human–nature connection as a source of values and emotional tranquility. Research on biophilic digital art curation shows that exposure to nature-based art significantly enhances positive emotional responses, making it relevant for creating learning environments that support mental well-being [38]–[40].

The importance of theme interconnectivity is evident from conceptual pathways formed in the thematic network. For example, the pathway “COVID → academic resilience → self-efficacy → wellness” reflects a causal relationship between global crises and the urgent need to develop emotional intelligence in education. This is reinforced by studies such as P. A. Aure and O. Cuenca and others, which confirm that the pandemic has prompted a reformulation of learning approaches to more deeply consider the emotional health and well-being of both educators and students. Conversely, the pathway “generative AI → digital learning aspect → education sector → mental well-being” shows that technology can serve as a strategic medium for value education and mental wellness when approached from an ethical and humanistic perspective.

Thus, this visualization highlights a paradigm shift from structural, system-oriented approaches to more holistic and affective models, aligning with the needs of 21st-century education. These findings are highly relevant for strengthening research directions that position values and emotional intelligence as foundational to education. The goal is not only to develop intellectually capable students but also to cultivate emotionally resilient and ethically grounded individuals who are prepared to face rapid societal changes. To ensure the validity and consistency of findings, researchers are encouraged to conduct data triangulation, combining bibliometric analysis with empirical data such as interviews or case studies within educational institutions. This mixed-method approach ensures that the analysis not only reflects the academic landscape but also offers a solid foundation for developing contextual and sustainable theory and practice in value-based education [38]–[40].

Using VOSviewer software, a co-authorship network visualization was created to analyze the collaborative patterns among authors who have published works related to Value Education and Emotional Intelligence in the Digital Era to Achieve SDGs. Each node in the visualization represents an individual author, and the connecting lines between nodes indicate collaboration in one or more publications. The thicker the line, the more frequent the collaboration. Likewise, the larger the node, the greater the author’s contribution or involvement in the collaborative network. One author who occupies a central position in this co-authorship network is Z. Shafait, who is connected to several other researchers including S. Anwar, K. Guo, S. Yao, Q. Ma, and C. Liu. Shafait’s central position indicates a key role in producing collaborative studies on emotional intelligence, higher education, and digital transformation within the framework of sustainable education. In one of his studies, Shafait and his team explore the relationships between emotional intelligence, motivation, and academic performance, reflecting a cross-variable, interdisciplinary approach to addressing 21st-century learning challenges.

This pattern of collaboration is also evident in other studies that examine digital strategies to foster empathy and self-reflection among students. For instance, research shows how Generative AI, when used collaboratively, can enhance learners’ understanding of values and emotional balance in the learning process. Additionally, research highlights the significance of mentoring-based approaches to developing value-oriented leadership, cultivated through networks of collaboration between faculty and students across various higher education institutions. These co-authorship patterns not only reveal the intensity of academic productivity but also reflect the importance of collaborative approaches in addressing complex issues such as educational digitalization, mental well-being, and character development. Such collaboration facilitates the exchange of ideas across disciplines, resulting in more comprehensive and contextual research outputs. Moreover, the co-authorship visualization demonstrates that the study of value education and emotional intelligence is evolving within a highly interconnected academic ecosystem, moving dynamically across countries, institutions, and fields of study [38]–[40].

The integration of value education and emotional intelligence (EI) in contemporary education represents a critical response to the complexities of the digital era. As this study demonstrates, value-based education is essential in nurturing students' moral character, while EI fosters emotional awareness, empathy, and adaptive behavior. Together, they provide a comprehensive framework for building a resilient generation prepared to contribute to sustainable development, especially SDG 4 (Quality Education). This study’s bibliometric analysis reveals five dominant clusters that reinforce the interdependence of values, emotional intelligence, and digital transformation. For example, the increasing role of technology in education is not only redefining learning delivery but also offering new avenues for character and emotional development through empathy-based AI, virtual reality, and interactive digital platforms. This affirms the importance of digital literacy among educators and students alike, highlighting SDG 9 (Industry, Innovation and Infrastructure) as a complementary goal.

From an Islamic educational perspective, this integration echoes the maqasid al-shariah (objectives of Islamic law), particularly the protection and nurturing of intellect (hifz al-'aql) and soul (hifz al-nafs). Islamic values such as amanah (trustworthiness), rahmah (compassion), tazkiyah (spiritual purification), and akhlaq karimah (noble character) are naturally aligned with the core components of emotional intelligence. This highlights the relevance of traditional Islamic pedagogy in addressing modern educational challenges, suggesting that Islamic education institutions are well-positioned to lead in implementing value-EI integration. Furthermore, the analysis points to a growing academic emphasis on affective dimensions of learning. Terms such as "mental well-being," "academic resilience," and "self-efficacy" are central to recent literature, reflecting a paradigm shift from cognitive dominance to holistic development. Studies cited in the review confirm that EI correlates with critical thinking, motivation, and student engagement-qualities essential not only for academic performance but also for lifelong learning and ethical leadership, directly supporting SDG 16 (Peace, Justice, and Strong Institutions).

The paper also underscores the strategic role of families and educators in shaping emotional and moral capacities, consistent with the Islamic view that learning begins at home and is a lifelong obligation (talab al-'ilm faridah). This reinforces the urgency for collaborative models involving schools, families, and communities in fostering emotionally intelligent and ethically grounded youth. Moreover, the thematic visualization highlights gender inclusion and empathy-based leadership, aligning with SDG 5 (Gender Equality). It emphasizes the rising role of women as educators, emotional role models, and agents of value transmission, especially in early childhood education. In conclusion, value education and emotional intelligence are not only compatible but mutually reinforcing, especially when embedded within Islamic ethics and digital innovations. As the study confirms, their synergy is vital in cultivating a balanced generation-intellectually capable, emotionally resilient, spiritually conscious, and socially responsible-ready to advance the SDGs through ethical action in an increasingly digital world.