Abstract This literature review examines Universal Design for Learning (UDL) and Social and Emotional Learning (SEL) as complementary approaches to supporting learning and well- being in higher education. UDL is presented as a proactive design framework that anticipates learner variability through multiple means of engagement, representation, and action and expression, with growing attention in university teaching and online learning contexts (McNutt & Craddock, 2021; Fornauf & Erickson, 2020). SEL is discussed through evidence reporting improvements in social-emotional skills, attitudes, behavior, and academic performance, with emerging applications in university courses and structured programs targeting stress, anxiety, and social connection (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Stocker & Gallagher, 2018; Seppälä, et al., 2020; Ellard, Dennison, & Tuomainen, 2023). Synthesizing the reviewed literature, the paper argues that UDL and SEL converge on four shared foundations: inclusion, engagement, motivation, and learner empowerment. UDL contributes enabling course structures, while SEL contributes competencies that support participation and persistence. The review identifies two major gaps: the absence of a proven framework in higher education that integrates both frameworks and explicitly teaches SEL skills through a UDL- based design, and by the lack of platform architectures that enable this integration to be implemented in a university context (Wells, 2022; Bucheli, Gómez‐Galán, Mesa, & Catalán, 2024) Keywords : Universal Design for Learning (UDL), Social and Emotional Learning (SEL), Higher Education, Learner Engagement and Motivation, Inclusive Learning Design.