In the current landscape of global education, the importance of understanding  and  effectively  integrating  emotional  intelligence  into teaching    practices    has    gained    significant    attention.    Within    this framework,  the  role  of  empathy  in  teaching  is  emerging  asa  crucial component, particularly in English as a Foreign Language (EFL) settings where  cultural  and  linguistic  barriers  present  unique  challenges.This study   delves   into   the   intricate   role   of   empathy   in   EFL   teaching, particularly  within  the  Mekong  Delta  region.  Employing  qualitative research  methods,  in-depth  interviews  with 10EFL  educators  were conducted   to  extract  nuanced  insights  about  their  perceptions  and experiences   regarding   empathetic   practices   in   the   classroom.   The findings, after conducting thematic analysis,revealed multiple thematic areas:  the  challenges  of  balancing  empathy  with  academic  rigour;the influence    of    personal    experiences    on    empathetic    practices;the relationship between empathy and student motivation;empathy’s role in conflict resolution and classroom management;and the profound impact of  empathy  on  teachers’self-growth  and  renewal.  Through  the  lens  of socio-cultural  theory  and  transformative  learning  theory,   the  study illuminates   the   deep   intertwining   of   empathy   with   socio-cultural dynamics and transformative educational experiences. While the results underscore   the   paramount   importance   of   empathy   in   enhancing classroom dynamics, student motivationandteacher development, they are grounded in the specific socio-cultural context of the Mekong Delta.