In the modern education system, it is not enough for students to acquire only academic knowledge; developing their social and emotional competencies is also of great importance. Emotional intelligence and adaptability are key prerequisites for successful socialization, readiness for lifelong learning, and effective action in a rapidly changing environment. The creation of a STEM park makes it possible to form an adaptive educational environment, which, through technology-based and project-based experiences, provides conditions for developing these competencies. In such an environment, students learn to regulate their emotions, adapt to new situations, think creatively, and work effectively in teams. The purpose of this study is to identify ways of developing students’ emotional intelligence and adaptability through STEM technologies and to highlight the need for integrating the STEM park into the educational process. Methodologically, literature review, theoretical analysis, project-based and experimental methods, observation, expert analysis, and visualization techniques were applied. Projects and experiments carried out with STEM tools (Arduino, 3D printing, robotics) demonstrated high effectiveness in enhancing students’ emotional intelligence and adaptability, clearly revealing the necessity of establishing a STEM park. As prerequisites for creating a STEM park, an organized educational environment was found to not only deepen students’ academic knowledge but also contribute to the comprehensive development of their personal and social competencies.