This research shows that pedagogical innovation significantly enhances university students’ socio-emotional development. Surveying 156 engineering students, it finds that active, inclusive, and technology-enhanced teaching explains nearly two-thirds of emotional skill development. Human-centered innovation deepens learning and fosters empathy, resilience, and well-being.

This study examined anxiety in online learning using surveys and qualitative responses. Higher social presence reduced anxiety, while higher teaching presence unexpectedly increased it. Students preferred peer-led groups, frequent low-stakes tests, and clear instructor guidance. The findings suggest practical strategies to design online courses that better support anxious students.