Higher education in order to achieve comprehensive training in students must take advantage of the potential offered by educational technologies to successfully meet the challenges of the digital age. Consequently, the objective of this article is to analyze the implications of pedagogical practice and emerging didactics mediated by adaptive educational technologies and affective computing for the training of students in the context of university education, for which a systematic review and meta-analysis was carried out applying by using the PRISMA methodology, a documentary analysis which includes 124 scientific articles indexed in Scopus, WoS, SCIELO, Google Scholar for the years 2018-2023 was developed, whose methodological quality was evaluated using the CASP scale, giving as a final result 87 articles to which applied a bibliometric analysis using RStudio based on the keywords emerging didactics, pedagogical practice, adaptive educational technology, comprehensive training and affective computing. We worked under a mixed approach, with a qualitative perspective of a descriptive documentary nature that combines a theoretical-documentary-bibliographical analysis design, as well as a quantitative perspective derived from statistical data. The results explain the techno-pedagogical articulation helps to transform the pedagogical practice and leads to the integral formation of the students. The effectiveness of the use of educational technologies and emerging didactics in the pedagogical practice of teachers, the comprehensive training of students and the quality of university education in the digital society are concluded.