Emotional intelligence (EI) training is increasingly relevant for students as a vulnerable group prone to stress, anxiety, and depression. The diversity of models upon which the trainings are based, the content of the featured units, and the broad spectrum of existing measures call for systematization and providing a landscape of existing training. We conducted a systematic review in such databases as Web of Science, Scopus, ERIC, Educational Source, and APA PsychArticles and included 49 (quasi)-experimental studies in the analysis. The findings indicate the need for more theoretically grounded EI training programs for university students, the scarcity of ability-based and other-rater measures, and the need for better alignment between models, content, and measures. Future research could move in the direction of setting quality benchmarks for EI training and investigating which kinds of models and content are more appropriate for specific population groups.