Introduction: In today's society there is a marked tendency to communicate ideas aggressively, causing communication of tension and tension, which leads to the generalization of situations of psychological and physical violence. These actions can often be due to the lack of education in assertive communication, both in schools and universities, and have spread due to the massive use of social networks and the alleged freedom of expression of each person, giving rise to messages of violence, even leading, in some cases, to hatred on the networks. Therefore, there is an urgent need to rethink a positive culture of peace. Thus, it is necessary to educate in emotional intelligence, in order to teach emotional skills that counteract violent communication and latent conflicts. The important thing is how verbal and non-verbal communication is carried out to express oneself assertively and without violence. In this way, the need arises to create contexts of peaceful coexistence, through the use of assertive communication as opposed to violent and aggressive communication. Methodology: Therefore, this work presents a review and critical analysis of the literature on assertive communication in education. The general objective is to delve into the various existing approaches, tools and methodologies to generate teaching of non-violent and assertive communication. The reality of preventive education of violence in school and university is analyzed, through the teaching of assertive communication, innovative teaching methodologies that are used to improve coexistence, and forms of communication and language. more effective that promote assertive communication. A systematic review of the scientific literature has been carried out following the PRISMA 2009, 2020 declaration. It deals with communication, the prevention of discursive violence and efficient teaching methodologies for learning assertive communication at school and university. The following databases were used: Web of Science, Scopus, Dialnet, and Scielo. Finally, 30 articles published between 213 and 2023 were selected and organised around six thematic areas. Results: As a notable result, the current need to educate in the prevention of violence in communication is confirmed, making it necessary to incorporate new tools and methodologies in the general curriculum and in Primary, Secondary and university classrooms. Discussion and conclusions: Several authors highlight assertive communication as a behavior that improves school coexistence. Among the conclusions, it should be noted that assertive communication involves all the agents involved in the teaching-learning process, including the teacher, and its influence on self-directed learning is recognized from the point of view of bidirectional communication., as well as in the autonomy, critical spirit and in the development of the students' social skills.