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It is no secret that the Spanish university is undergoing a process of transition that involves important changes, both in form and substance. Changes in the educational paradigm, changes in the systems and in the way in which these are articulated on the basis of the evolution experienced by society and by the new geopolitical order that prevails in the old Europe. Changes of degree in some cases, of root in others, which require individual and collective reflection, linking the different groups involved in a process that is not immediate, fluctuating and with difficulties. In this context, the role of emotions is analyzed in a double aspect; on the one hand, as a coadjuvant element that facilitates the transition towards the new scenario, on the other hand, as a focus of interest to enrich and improve the body of competences that society demands from university students.