This research analyzes the post-pandemic impact of COVID-19 on digital emotions and the use of social networks on the academic well-being of university students. A qualitative instrument was applied to 189 students of engineering, technology and education, showing that the emotions generated in digital environments significantly influence their academic performance and motivation. The results reflect a strong effective need among young people, who resort to social networks and “smart” tools as a means of emotional containment, although without clear monitoring and management to process their feelings through professional support, overflowing their interest in the use of various technological tools. This phenomenon has generated a greater digital dependence to face, understand the various emotional situations, making it difficult to adequately manage anxiety, stress and concentration in studies. The results show an urgent need to strengthen through educational and psychoemotional strategies that allow students to develop emotional self-regulation skills, improve their well-being and face the academic challenges of their environment with greater clarity and resilience.