<p>Emerging adulthood represents a pivotal period of psychosocial development marked by identity consolidation, role exploration, and the acquisition of adaptive capacities for adult life. Development during this stage reflects the interplay between cognitive and emotional competencies and the ability to navigate life challenges. This study investigated the relationship between emotional intelligence and individual social responsibility among university students in emerging adulthood. Using a cross-sectional correlational design, data were collected from 1,200 students enrolled in health sciences, social sciences, and engineering through a Personal Information Form, the Individual Social Responsibility Scale, and the Emotional Intelligence Scale. After verifying the assumptions of linearity and homoscedasticity, regression analysis demonstrated that emotional intelligence was significantly associated with a modest portion of variance in social responsibility, with this link being stronger among health sciences students compared to those in social sciences and engineering. Prior engagement in social responsibility activities was associated with higher levels of both constructs. Findings suggest of fostering emotional intelligence and social responsibility to support psychosocial adjustment during emerging adulthood and highlight the role of universities in promoting these competencies.</p>