Abstract
This systematic literature review examines how students’ emotional stability has been conceptualised, developed, and assessed within higher education research. Following the PRISMA 2020 guidelines, a systematic search of the Scopus database was conducted using the term “students’ emotional stability”, covering publications from 2015 to 2025. After applying predefined inclusion and exclusion criteria, 85 empirical studies were included in the analysis. A combined deductive and inductive analytical approach was employed to examine research trends over time and across regions, disciplinary focuses, methods used to develop emotional stability, and assessment practices. This study defines emotional stability as an individual’s ability to remain calm and composed in stressful situations, a trait shaped by individual, social, and cultural factors. The findings show a significant rise in research activity after 2017, driven mainly by increased concern about student mental health. Most studies originate from Europe and Asia and primarily focus on medical and health-related education. A broad array of development methods was identified, including psychological and cognitive interventions (e.g., mindfulness, cognitive-behavioural therapy, yoga), socially oriented approaches (e.g., choral singing and peer-based activities), contextual strategies, and emerging artificial intelligence–based social–emotional learning models. However, the review reveals considerable conceptual and methodological fragmentation.