University students are increasingly experiencing high levels of stress due to academic demands, social pressures, and the challenges of transitioning into adulthood. This persistent emotional strain can adversely affect their psychological well-being, academic performance, and interpersonal functioning. As emotional well-being plays a crucial role in both academic performance and personal development, there is an increasing need for structured, evidence-based interventions to support student mental health. The present study aims to evaluate the efficacy of an integrated psychoeducation and art based intervention on Emotional Intelligence, Mindfulness, Gratitude, and Alexithymia among university students who often experience high levels of emotional distress due to academic, social, and transitional life pressures.

The current study employs a quasi experimental research design with three time points which are a pre test T1, post test T2, and follow up T3, without a control group. Participants will consist of approximately 60 University students selected through non probability purposive sampling, based on their willingness and availability to attend all sessions. A structured intervention module combining psychoeducation and art-based strategies will be developed and reviewed by domain experts prior to implementation to ensure its relevance and appropriateness.

Emotional Intelligence, Mindfulness, Gratitude, and Alexithymia will be measured using validated standardized tools: Schutte Self-Report Emotional Intelligence Test (SSEIT), Mindful Attention Awareness Scale (MAAS), Gratitude Questionnaire-6 (GQ-6), and Perth Alexithymia Questionnaire (PAQ), respectively. The study will contribute to addressing mental health intervention gaps among university students by exploring a holistic, creative, and sustainable model for emotional well-being.