| Sumario: | The rapid integration of emerging technologies in higher education has transformed teaching practices, highlighting the need for adaptive and emotionally responsive learning environments. This study presents a systematic review and theoretical analysis focused on adaptive learning and affective computing as complementary tools to strengthen teaching practice and promote holistic student development. Through a documentary design supported by content analysis and a PRISMA-guided selection of 62 articles published between 2019 and 2024, the research identifies the theoretical foundations, methodological approaches, and emerging trends that support innovative, personalized, and emotionally safe learning environments. The results show that adaptive learning--supported by big data and artificial intelligence--facilitates instructional personalization, while affective computing allows the recognition and response to students' emotional states, enhancing engagement, motivation, and academic performance. The review also reveals the challenges that educators face, such as the need for technopedagogical training, ethical considerations, and infrastructure. Overall, the study provides the conceptual basis for the development of a didactic-technological model that integrates adaptive learning and affective computing in higher education, offering an interdisciplinary perspective to improve teaching practice and contribute to students' integral formation.
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