The Role of Emotions in Health Literacy and Patient Education: Trends, Technologies, and Future Opportunities-A Scoping Review.

BACKGROUND/OBJECTIVES: Health literacy and patient education play a key role in supporting informed decision-making, treatment adherence, and disease self-management. While educational interventions have traditionally focused on improving knowledge and understanding, emotions are increasingly recognized as factors associated with learning processes and healthcare experiences. This scoping review mapped the role of emotions in health literacy and patient education by identifying the emotions investigated, assessment methods, technologies employed, educational outcomes, and opportunities for emerging technologies. METHODS: A scoping review was conducted following PRISMA-ScR and Joanna Briggs Institute guidance. Searches were finalized in Scopus and PubMed on 6 June 2026, with no publication-date restrictions; only English-language journal articles and reviews were eligible. Two reviewers screened records, extracted data, and classified studies, resolving disagreements by consensus and consulting methodological or clinical co-authors when needed. RESULTS: A total of 135 studies were included. Anxiety and emotional distress were the most frequently investigated emotional categories, whereas emotional support, reassurance, and emotional engagement received less attention. Interviews, surveys, questionnaires, and standardized scales were the predominant assessment methods. Emotional well-being and understanding were the most frequently reported educational outcomes, followed by adherence, communication, and emotional support. Educational programs and educational materials were the most commonly employed approaches, while digital health solutions appeared less frequently. Limited use of artificial intelligence and objective emotion-recognition methods was identified. CONCLUSIONS: Emotional factors were associated with several patient-education outcomes, but the heterogeneous and predominantly self-reported evidence does not establish causality. Emerging technologies warrant further evaluation before their effectiveness, feasibility, and safety in patient education can be established.