The role of higher education teachers (HETs) encompasses a multitude of responsibilities and requires continual professional development to meet job demands. Yet, these HETs encounter challenging conditions within work environments, which can adversely impact their performance as well as their physical and mental health. Moreover, the nature of teaching involves emotional demands, as emotions are integral to the pedagogical process. Recognising the emotional dimension is critical to understanding the professional lives of university educators. There is a notable scarcity of research on emotional labour (EL) among HETs. This scoping review aims to address this gap by identifying and mapping the EL of HETs, employing a search strategy that includes articles published since 1983. Out of 923 articles initially identified, 20 met the eligibility criteria for in-depth analysis. These articles were examined with respect to affective interaction events, technical-pedagogical aspects, intrapersonal factors, emotional regulation strategies, and their impact on professionals. The findings highlight the need for more extensive research on EL among HETs, particularly quantitative studies. The study provides insights for further research in the area as well as actionable recommendations for HETs and administrators in higher education institutions (HEIs).