The objective of the research was determining how affective pedagogy stimulates meaningful learning in students of the Faculty of Administrative and Economic Sciences, Católica University of Trujillo Benedict XVI (UCT-FCAE) in health emergency times. With a non-experimental quantitative approach, descriptive causal correlational transactional and explanatory scope. The sample was 57 students from the 2020-I semester of the UCT-FCAE. As an instrument, a questionnaire for Affective Pedagogy and another for Significant Learning were used, both were validated through Aiken’s V and Confirmatory Factor Analysis, with reliability through Cronbach’s alpha. It was found that affective pedagogy, love for others, love for the world and knowledge, significantly favor significant learning in (r2 = 20.5%; r2 = 57.9%; r2 = 35.2%; with p <0.01). Meanwhile, self-love favors it in a non-significant way (r2 = 4.8%; with p <0.05).