Abstract

The present study aimed to analyze the relationship between teaching practices and emotional intelligence in university students. A cross-sectional observational design was employed, with a sample of 393 undergraduate students from two faculties of a private university in Arequipa, who voluntarily and confidentially completed validated instruments to measure teaching practices and dimensions of emotional intelligence. Teaching practices were assessed using a 59-item questionnaire, reduced to four factors, with high reliability (? = 0.975), while emotional intelligence was measured with the WLEIS, confirming a four-factor correlated model with adequate internal consistency (SEA = 0.84; OEA = 0.77; UOE = 0.83; ROE = 0.91). Descriptive results indicated that both teaching practices and emotional intelligence were predominantly perceived at intermediate levels, with higher levels in dimensions such as professional ethics and use of emotions, and lower levels concentrated in academic tutoring and emotion regulation. Inferential analyses using Spearman’s Rho evidenced positive and significant correlations between teaching practices and all dimensions of emotional intelligence, highlighting a moderate relationship with self-emotion appraisal (? = 0.501; p = 0.001). These findings suggest that a favorable pedagogical environment can enhance students’ emotional perception and management, strengthening socio-emotional competencies essential for comprehensive learning. It is concluded that integrating teaching strategies oriented toward emotional development contributes to improving educational quality and student well-being, and future longitudinal and multicentric research is recommended to explore mediators and moderators of this relationship across different university contexts.