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The essay explores the importance of emotional intelligence in education, emphasizing its intrinsic connection with learning, confirmed by neurosciences. Derived from his doctoral research, an extensive bibliography was reviewed and the main educational concepts were systematized today. It reflects on the basis of the perspective of complexity and second-order epistemologies, from a humanist and transdisciplinary vision of competencies, but also of technical-laboral skills, which allows us to include ethical, social, environmental and emotional values, which make us more human. The merely instrumental approach of socio-emotional education is criticized, to provide a proposal for an integrative strategy aimed at achieving a critical-participatory model that promotes well-being and the integral development of human beings. It concludes with a purposeful focus on transformation in thinking and educational practice, which is considered necessary and pertinent at the university level for the education of full, critical and responsible individuals, capable of understanding and managing their emotions for a more satisfying and socially committed life, recognizing the interdependence between the personal, interpersonal and institutional.
