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<p>This study explored the links and interactions between intergroup contact (IC) and the personal competencies of emotional intelligence (EI) and intercultural sensitivity (IS) in the context of intractable conflict. Participants were 449 Jewish and Arab )Muslim/Chistian/Druze) current and former students of Israeli higher education institutions, the most common first intercultural meeting point between the groups. They completed the Wong and Law EI scale, the Chen and Starosta IS questionnaire, and an IC survey adapted from Islam and Hewstone (<CitationRef CitationID="CR36">1993</CitationRef>). The findings show that EI predicts positive contact primarily when accompanied by high IS, underscoring the need for both emotional and intercultural competencies. Interaction analyses revealed that IS played a stronger role for the Jewish majority than for the Arab minority. IS is particularly crucial for the Israeli Jewish majority to engage in meaningful contact, while the Arab minority practices IS as part of daily adaptation. Druze and Christians (included in the ‘Other’ category) reported higher intercultural sensitivity and intergroup contact than Muslims highlight the role of cultural identity in shaping IC dynamics. These results suggest that educational institutions should not rely solely on providing contact opportunities but must actively cultivate both EI and IS through integrated programs to foster empathy, openness, and resilience in diverse and conflict-affected societies.</p>

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Intergroup contact, intercultural sensitivity, and emotional intelligence during intractable conflict

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月17日

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  • Niva Dolev,
  • Noa Shapira

摘要

This study explored the links and interactions between intergroup contact (IC) and the personal competencies of emotional intelligence (EI) and intercultural sensitivity (IS) in the context of intractable conflict. Participants were 449 Jewish and Arab )Muslim/Chistian/Druze) current and former students of Israeli higher education institutions, the most common first intercultural meeting point between the groups. They completed the Wong and Law EI scale, the Chen and Starosta IS questionnaire, and an IC survey adapted from Islam and Hewstone (1993). The findings show that EI predicts positive contact primarily when accompanied by high IS, underscoring the need for both emotional and intercultural competencies. Interaction analyses revealed that IS played a stronger role for the Jewish majority than for the Arab minority. IS is particularly crucial for the Israeli Jewish majority to engage in meaningful contact, while the Arab minority practices IS as part of daily adaptation. Druze and Christians (included in the ‘Other’ category) reported higher intercultural sensitivity and intergroup contact than Muslims highlight the role of cultural identity in shaping IC dynamics. These results suggest that educational institutions should not rely solely on providing contact opportunities but must actively cultivate both EI and IS through integrated programs to foster empathy, openness, and resilience in diverse and conflict-affected societies.