The relationship between Emotional Intelligence (EI) and time management competency has become an important area of research in the context of higher education, where students are continuously challenged by academic pressure, social expectations, and personal responsibilities. As universities transition toward more demanding and flexible learning environments, the ability to manage time effectively and regulate emotions constructively has become essential not only for academic success but also for overall personal development. Understanding how EI influences time management skills helps educators design better support mechanisms and helps students develop a more balanced, productive approach to learning. Emotional intelligence refers to the ability to recognise, understand, manage, and use emotions in a positive manner. It includes components such as self-awareness, self-regulation, motivation, empathy, and social skills. Time management competency, on the other hand, involves planning, prioritisation, scheduling, goal-setting, self-discipline, and the ability to use time efficiently. Students who lack strong emotional and time-related competencies often struggle with procrastination, stress, academic overload, and reduced performance. Research consistently suggests that emotional intelligence is a strong predictor of effective time management. One of the primary reasons for this correlation is that time management requires a high degree of self-regulation, which is a key aspect of EI. Students with strong self-regulation skills are able to control impulses, delay gratification, remain focused on tasks, and avoid distractions. This enhances their ability to follow schedules, meet deadlines, and maintain consistency in academic work.  Similarly, self-awareness, another component of EI, helps students evaluate how they use their time, understand their limitations, and identify emotional triggers that may lead to procrastination. When students are aware of how emotions such as anxiety, frustration, fear of failure, or lack of motivation affect their study habits, they are better equipped to create strategies for overcoming these barriers. Another dimension where EI supports time management is intrinsic motivation. Students with higher emotional intelligence tend to be more self-motivated, goal-oriented, and capable of maintaining long-term commitment to tasks. Intrinsic motivation helps them adopt effective time management practices, such as setting realistic goals, breaking large tasks into manageable segments, and monitoring progress. Furthermore, empathy and social skills support collaborative learning, group assignments, and interpersonal communication—important aspects of academic life. Better interpersonal skills help students handle academic demands without unnecessary conflict or stress. When students can manage their emotions and communicate well, they can coordinate group work more efficiently, reducing the time wasted due to misunderstandings or poor cooperation. On the other hand, poor emotional intelligence often leads to stress, anxiety, and unproductive coping mechanisms, which negatively impact time management. Students who react emotionally to pressure may avoid tasks, experience burnout, or fall behind in their academic responsibilities. Stress consumes mental energy, reduces concentration, and leads to disorganization. In contrast, emotionally intelligent students manage stress more constructively, allowing them to allocate time calmly and effectively. Several studies have highlighted a significant positive correlation between EI and time management competency among higher education students. These findings imply that enhancing emotional intelligence can directly improve academic outcomes by improving students’ ability to plan, prioritize, and complete academic tasks. Institutions that integrate EI training—such as mindfulness sessions, counseling programs, peer mentoring, reflective exercises, and life skills workshops—often observe better student engagement and performance. In conclusion, emotional intelligence plays a crucial role in shaping students' time management abilities. Students who can manage their emotions effectively are better equipped to organize their time, handle academic pressure, and maintain productivity. As higher education systems focus increasingly on holistic development, fostering emotional intelligence becomes a powerful strategy for enhancing time management competency and overall academic success. Integrating EI into the educational framework can create more resilient, self-aware, and well-prepared graduates capable of meeting both academic and professional challenges with confidence and competence.