Introduction: Currently, it is possible to identify scientific evidence that an intentional, gradual and systematic development of emotional competencies in higher education complements the formative process and favors the personal well-being of students. Objective: to analyze the publications that consider the study of emotional competencies in higher education students between 2013 and 2022. Method: This study corresponds to a systematic review of the articles found in the Web of Science, Scopus and SciELO databases. Of the 90 articles initially found, the PRISMA methodology made it possible to reduce them to 26, which are reported in this paper. Results: the main findings indicate that relational studies are the most frequent (n=14). Likewise, the existence of educational programs aimed at promoting emotional competencies in higher education is reported (n=8), which indicates that edu...

Objective: This study analyzes practical, didactic, and evaluative experiences in the context of university professional practice, drawing on the narratives of 47 students (from initial, intermediate, and final internships) and 9 tutor-teachers from two campuses of a state university in southern Chile. Method: Data were collected through discussion groups guided by a thematically validated script and analyzed using structural analysis, applying a parallel structure in the form of binary discourse. Results: The findings show that tutor-teacher supervision promotes dialogic learning and that the emotional dimension is a central component of student–teacher interactions. In addition, the portfolio of evidence emerges as the most widely used didactic and evaluative resource in the training process. Discussion: Student narratives reveal tensions related to the outdated knowledge of some tut...

Introduction: Currently, it is possible to identify scientific evidence that an intentional, gradual and systematic development of emotional competencies in higher education complements the formative process and favors the personal well-being of students. Objective: to analyze the publications that consider the study of emotional competencies in higher education students between 2013 and 2022. Method: This study corresponds to a systematic review of the articles found in the Web of Science, Scopus and SciELO databases. Of the 90 articles initially found, the PRISMA methodology made it possible to reduce them to 26, which are reported in this paper. Results: the main findings indicate that relational studies are the most frequent (n=14). Likewise, the existence of educational programs aimed at promoting emotional competencies in higher education is reported (n=8), which indicates that edu...