This manuscript presents a systematic literature review examining emerging pedagogical reflections in two artistic training programs: the elective course "Arts Appreciation" for Graphic Design and Social Communication students, and the Music Workshop for elementary and preschool students. Both programs were offered during the summer of 2026 at the San Miguelito Regional University Center (CRUSAM) of the University of Panama. The main objective was to identify and analyze the most effective pedagogical practices for developing students' aesthetic, creative, and socio-emotional competencies through arts education. The methodology involved a systematic search of specialized databases (ERIC, Scopus, Dialnet, Redalyc, and Google Scholar) between 2022 and 2026. Culturally responsive pedagogy emerged as a cross-cutting theme in 62% of the articles analyzed. Furthermore, the Music Workshop proved to be a conducive space for the development of socio-emotional skills, cultural identity, and interpersonal collaboration. It is concluded that arts education, when planned with a clear pedagogical intention and articulated within the student's context, transcends technical mastery and becomes a transformative vehicle for holistic learning
