The Covid-19 pandemic severely impacted the university system: campus closures, restrictions on academic activities, online teaching, and changes in assessment methods deeply altered university life. How did students react? What emotions were most frequently reported? Which digital teaching approaches proved most effective for the students’ well-being?

This paper draws on a wide range of peer-reviewed studies focusing on the emotional experiences to the digital teaching strategies and the psychological well-being of university students during the pandemic. The selected studies, from various countries and disciplinary perspectives, were analyzed with particular attention to theoretical frameworks, measurement tools, and conceptual approaches to emotions.

Findings show a wide range of student reactions. While many appreciated the flexibility, autonomy, and time-saving aspects of online learning, others reported significant emotional distress, including anxiety, loneliness, demotivation, and a sense of academic disconnection. Positive responses—such as resilience and adaptive coping—were also identified, especially in contexts offering emotional support, teacher presence, and structured feedback.

Digital tools that enhanced well-being included user-friendly learning platforms, access to recorded lectures, and virtual spaces that fostered peer connection and a sense of belonging.

The review highlights the central role of emotional engagement—alongside cognitive and behavioral dimensions—in sustaining academic continuity and student well-being. These insights may inform future educational policies and the development of more emotionally responsive and pedagogically resilient higher education systems.

Keywords: University students, Emotional well-being, Digital teaching strategies.