<p>The undergraduate years are a pivotal time of transition. Applied programs are technical competence-based but do not emphasize psychological, emotional, or health-related factors that contribute to long-term success. This narrative review will investigate the theoretical and practical basis of psychological training in undergraduate applied life, emotion, and health courses with best practices in mind. Based on Maslow’s Hierarchy of Needs, psychosocial development theory by Erikson, Social Cognitive Theory by Bandura, and Emotional Intelligence (EI) models. The review examines case studies from diverse cultural backgrounds to assess their adaptability and efficiency. EI improves academic achievements, resilience, and social competence. Stress and burnout can be reduced through cognitive-behavioral interventions, and self-reflection and motivation can be fostered through humanistic therapy. The culturally modified programs, such as Life Skills Education in India and SEL programs in Finland, are tailored to enhance engagement and performance. Overall, it is not possible to successfully organize psychological, emotional, and health education in applied undergraduate courses without support from the organizational level, cultural applicability, and new pedagogies. The gaps in the long-term effectiveness and cross-cultural generalizability should be removed in future studies.</p>