Academic procrastination is a behaviour that delays the completion of tasks, time management or other academic activities. However, it is possible to develop interventions that eliminate or minimise this procrastinating behaviour. This study presents a systematic review of the literature following the PRISMA method guidelines, with the aim of identifying interventions for the reduction or elimination of procrastinating behaviours in university students. A search was conducted for records published in peer-reviewed scientific journals between 2010 and 2022. Three electronic databases were consulted. A total of ten studies that met the inclusion criteria were analysed. This review shows the main features of the included studies, with special emphasis on the changes perceived depending on the intervention modes applied: face-to-face, online and hybrid. The results revealed that face-to-face interventions showed high levels of changes perceived, as participants presented improved time management, task planning, awareness and reduced procrastination behaviour. However, although the hybrid and online interventions showed some changes in terms of the competencies identified, they did not report changes perceived in terms of changes in procrastination behaviour. [Note: The issue number (62) shown on the PDF is incorrect. The correct issue number is 63.]