Socio-emotional skills (SES) are essential for students’ academic success, well-being, and professional preparedness. This systematic review analyzes intervention strategies aimed at developing SES in higher education, considering their methodologies, effectiveness, and limitations. Based on a review of 24 empirical studies, the findings highlight a predominance of structured emotional intelligence training programs, educational strategies integrating strategic instruction and extracurricular participation, and innovative approaches such as augmented reality. The results indicate significant improvements in emotional regulation, empathy, and responsible decision-making among students. However, methodological limitations, such as the absence of control groups and short-term designs, limit the ability to assess long-term effects. Additionally, gender biases and reliance on self-assessment measures are challenges in SES research. The findings underscore the need for comprehensive, long-term interventions that integrate service-learning strategies and active methodologies to enhance SES development in university students. Future research should address these methodological gaps to optimize SES integration in higher education.