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The study examined the effect of academics’ emotional intelligence on leadership effectiveness from the perspective of students in Nigerian private universities in achieving Education Sustainable Development Goals (SDGs). Using a survey research design, data were collected from a sample of 391 students across three private universities in southwestern Nigeria, representing a population of 16,822. A structured questionnaire, validated through expert review and tested for reliability (Cronbach’s Alpha = 0.78), was used to gather data. Descriptive and inferential statistical techniques, including correlation and regression analysis, were applied to assess the relationship between academics’ emotional intelligence (self-awareness, self-regulation, motivation, empathy, and social skills) and leadership effectiveness (student engagement, inclusivity and equity, quality of education, critical thinking development, and satisfaction with sustainable learning practices). The findings revealed that self-awareness significantly influenced student engagement (t(value) = 22.03, p-value = 0.000, R = 0.745, R² = 55.5%), self-regulation strongly predicted inclusivity and equity in education (t(value) = 37.86, p-value = 0.000, R = 0.887, R² = 78.7%), and motivation was significantly related to the quality of education (t(value) = 22.04, p-value = 0.000, R = 0.745, R² = 55.5%). Additionally, empathy was positively correlated with the development of critical thinking (t(value) = 12.04, p-value = 0.000, R = 0.521, R² = 27.2%), while social skills were significantly associated with student satisfaction with sustainable learning (t(value) = 21.38, p-value = 0.000, R = 0.735, R² = 54%). The study concluded that academics with high emotional intelligence exhibited greater leadership effectiveness in promoting the achievement of Education SDGs. It recommended that universities invest in emotional intelligence training for academics and integrate it into recruitment, performance evaluations,