The article examines the problem of integrating emotional intelligence and AI skills into students’ professional training in the context of the digital transformation of higher education. The relevance of the study is determined by the fact that in contemporary university practice, emotional intelligence and skills for working with artificial intelligence are more often developed separately, whereas professional activity increasingly requires their combined application. The aim of the study was to provide a theoretical justification and an experimental test of the effectiveness of integrating emotional intelligence and AI skills into students’ professional training. The study was conducted during the 2025–2026 academic year at Sarsen Amanzholov East Kazakhstan University. It involved 60 third-year students enrolled in the Psychology and Special Pedagogy (Defectology) programs, divided into an experimental group and a control group of 30 students each. The study had a quasi-experimental design and included ascertaining, formative, and control stages. In the experimental group, an author-designed module was implemented over one semester to develop emotional awareness, self-regulation, empathy, as well as skills for the meaningful, critical, and ethical use of AI in educational and professional tasks. Data were collected through questionnaires, testing, and expert evaluation of final educational and professional cases. The results showed that students in the experimental group demonstrated more pronounced positive dynamics than those in the control group primarily in indicators of emotional intelligence and AI skills; positive changes were also recorded in professional readiness. It is concluded that the integration of emotional intelligence and AI skills is an effective pedagogical condition for improving the quality of students’ professional training and deserves further implementation in university educational practice.