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Stress and anxiety represent critical challenges in higher education, affecting overall well-being and academic performance. This research aimed to determine the levels of these conditions in university students to propose a specific didactic approach oriented toward emotional management. A quantitative, descriptive, and comparative approach was employed through the application of surveys to a student sample. The results revealed significant levels of stress linked to academic workload and social pressures, identifying priority areas for intervention. It was found that methodologies based on cooperation, teamwork, and peer learning create supportive environments that reduce the perception of threat during academic evaluations. It is concluded that didactics centered on social learning not only favor academic performance but also strengthen resilience and emotional stability, transforming pressure into opportunities for growth. These findings suggest that integrating socio-emotional strategies into the university curriculum is a necessary investment to prevent burnout and ensure institutional success. It is proposed that this pedagogical approach serves as a basis for educational policies that prioritize an ecosystem of meaningful learning and mutual support, recognizing the teacher as a facilitator of emotional balance and not merely a transmitter of technical knowledge.
