Vol. 7, Issue 2, Part D (2025)

This study examines the sources and causes of stress arising in students’ daily learning environments, as well as their subjective appraisals and responses to stress, with the aim of identifying the key learning environment conditions necessary for stress reduction. Using a mixed-methods approach, the study quantitatively and qualitatively assessed the frequency and variation of physiological, psychological, and emotional manifestations of stress, the primary sources and causes of stress, and the effectiveness of stress management strategies. Data were collected from a total of 295 students and analysed accordingly. The findings indicate that student stress is not solely dependent on individual coping capacity, but is closely intertwined with the learning environment and broader social and psychological support structures. These results highlight the need for higher education institutions to systematically develop policies and support systems aimed at improving learning environments in order to effectively reduce student stress.