Stress Levels among Civil Engineering Students: Practical Strategies for Stress-Related Issues

This study explores the prevalence and contributing factors of stress among 889 civil engineering students. Six primary stress dimensions were identified: academic performance and workload, academic struggles and habits, teaching styles, work-life balance, financial constraints, and environmental conditions. The majority of respondents (90.7%) reported moderate stress, while 5.5% experienced high stress and 3.8% reported low stress. Key stressors included poor time management, fast-paced lesson delivery, tight schedules, and difficulty balancing academic and personal responsibilities. Financial burdens and environmental discomfort, such as classroom heat, also played significant roles. The findings showed a strong relationship between high stress levels and academic, financial, and environmental factors. This study supports the objectives of the United Nations Sustainable Development Goals—particularly SDG 3 (Good Health and Well-being) and SDG 4 (Quality Education)—by highlighting the need for improved mental health support and learning conditions. Recommended interventions include time management workshops, better coordination of academic workloads, and increased mental health awareness. By addressing these factors, educational institutions can foster a more supportive academic environment, alleviate student stress, and contribute to student well-being and academic success.