Social–emotional learning (SEL) has become increasingly relevant in higher education as universities worldwide seek to cultivate adaptable, ethical, and socially responsible graduates. Yet empirical evidence on SEL-related competencies among Vietnamese undergraduates remains limited, particularly regarding their ability to connect SEL with competency-based instructional approaches. This study addresses this gap by examining the self-assessed SEL and competency-based instructional competencies of 388 students recruited through random sampling from four universities in Ho Chi Minh City. An eight-item SEL competency scale, originally developed by Huynh and colleagues, was adapted to assess students perceived abilities across conceptual, procedural, and application-oriented domains. Responses were rated on a 0–4 Likert-type scale. Data were analyzed using IBM SPSS Statistics Version 20, employing frequency and percentage distributions, with the instrument demonstrating excellent internal consistency (Cronbach’s α = .945). Results showed that most students rated themselves at moderate to fair levels across all competencies, while proficient performance remained consistently low. Conceptual understanding was stronger than procedural or applied competencies, and the lowest levels of confidence appeared in items requiring integration between SEL and competency-based instruction or demonstration of SEL in instructional practice. These findings suggest that undergraduate students possess foundational awareness of SEL but lack opportunities for deeper experiential engagement and structured pedagogical development. The study highlights the need for intentional curricular design, increased practice-based learning experiences, and university-level initiatives that embed SEL more explicitly within instructional processes. Implications for educational policy, curriculum innovation, and future research are discussed to support the advancement of SEL within Vietnamese higher education.