We, Fatemeh Moghimi and Razieh Danesh Moghanlou, conducted this study to examine the role of emotional intelligence and Iranian cultural values in enhancing academic motivation among elementary school students. The aim was to evaluate the impact of classroom activities grounded in emotional intelligence—such as personal goal-setting and group projects—when integrated with cultural values like empathy and cooperation, on students’ intrinsic motivation. Inspired by the book “Emotional Intelligence and Academic Motivation in Joyful Schools”, this study employed a quasi-experimental design with pre-test and post-test, involving 120 fourth- and fifth-grade students in four public schools in Ahvaz. The experimental group engaged in activities such as collaborative storytelling inspired by Persian proverbs and relaxation breathing exercises, while the control group followed the regular curriculum. Data were collected through an academic motivation questionnaire, reflective worksheets, and semi-structured interviews. Findings revealed that the experimental group showed a significant improvement in intrinsic motivation, while the culturally grounded activities strengthened students’ sense of belonging and identity. Teachers also reported that these activities fostered a positive emotional climate and greater cooperation in the classroom. This research suggests that integrating Iranian cultural values with emotional intelligence-based activities can enhance students’ intrinsic motivation and create a supportive, joyful classroom environment. We recommend that teachers adopt these activities in their practice and that policymakers incorporate emotional intelligence training into teacher education programs.