<p>This study examines the relationship of emotional and spiritual intelligence on academic motivation among Afghan students studying in India, with a focus on the moderating roles of education level and period of stay. Employing a correlational, non‑experimental design, data were collected from a purposive and snowball sample of 204 undergraduates, postgraduates, and doctoral students residing in Gujarat, Delhi, Karnataka, and Maharashtra. Standardized self‑report instruments; the Schutte Self‑Report Emotional Intelligence Test (SSEIT), the Spiritual Intelligence Self‑Report Inventory (SISRI‑24), and the Academic Motivation Scale (AMS) were administered in person to each student. Spearman’s rank correlation analyses revealed a moderate, positive relationship between emotional intelligence and academic motivation (<i>r</i> = .344, <i>p</i> = .001) and a weaker but significant positive relationship between spiritual intelligence and academic motivation (<i>r</i> = .177, <i>p</i> = .011). Kruskal–Wallis tests indicated that both emotional intelligence and academic motivation varied significantly by education level and duration of stay, with doctoral students and longer‑term residents scoring higher, while spiritual intelligence remained stable across groups. These findings highlight the importance of emotional and spiritual competencies in fostering academic engagement among Afghan students in a cross‑cultural context.</p>