As the basis for developing emotional intelligence, emotional education is fundamental to the development of students as integrated individuals and their ability to coexist harmoniously with other people over time. Teachers must therefore receive emotional education. However, the range of measures to provide such education in Latin America in particular is insufficiently known and its elucidation requires a systematic approach. This aim of this study is to systematically describe research into emotional education, and education in emotional competencies and emotional intelligence provided to teachers in countries in Latin America in the period 2015-2023 so as to determine the methods, didactic strategies and assessment processes used, and their impact on other psychological variables. A systematic literature review was conducted in accordance with the guidelines of the PRISMA declaration. A search was carried out for studies in three leading databases in the field of education: SCOPUS, Web of Science and Redalyc. The results indicate that the development of emotional competencies in teachers favours personal wellbeing, job satisfaction, effectiveness and performance, particularly in relation to the teaching-learning process. The approaches most commonly adopted in relation to emotional development in teacher training include courses and programmes, both curricular and extracurricular, and the use of physical activity and mindfulness. Based on the findings, we underline the need to incorporate emotional education in the professional development of teachers to promote emotional awareness and management. That will contribute to personal development, improve classroom performance, and enhance the overall personal development of student teachers.