The rapid digital transformation in healthcare has reshaped the landscape of mental health practice and education. Universities face the challenge of balancing technological innovation with the preservation of humanistic values and relational care, particularly within the formation of health professionals. This article aims to discuss the implications of digitalization for mental health education in university contexts and to propose an integrative model that reconciles technological advancement with empathy, ethical reflection, and clinical humanism. A conceptual review was conducted, combining literature on health professions education, digital health technologies, and transdisciplinary pedagogical practices. Theoretical perspectives from psychology, medicine, and education were integrated to identify critical tensions and opportunities within the digital transformation of higher education. Universities that embed humanistic dialogue, reflective practice, and interprofessional collaboration within curricula demonstrate greater resilience and adaptability in training in mental health. Higher education institutions must act as laboratories for balancing technology and humanism. Future professionals require both digital competence and emotional intelligence to ensure that mental health care remains centered on the individual. Ethical education, empathy, and common sense should guide the digital evolution of mental health teaching and practice.