<![CDATA[Students in contemporary higher education face increasing emotional stress and spiritual challenges, while traditional pedagogical models largely emphasize cognitive outcomes, leaving holistic development insufficiently addressed. This study investigates the potential of Islamic psychopedagogy to foster emotional and spiritual well-being among university students, focusing on its theoretical foundations and practical applications within higher education contexts. Using a qualitative, literature-based approach, the research synthesizes insights from Islamic educational thought, psychology, and modern pedagogical practices. Findings reveal that Islamic psychopedagogy provides an integrative framework that enhances students’ emotional resilience, spiritual awareness, and ethical responsibility. By embedding these principles into curriculum design, teaching strategies, and student-centered learning environments, this approach supports the development of holistic learners who are morally grounded, emotionally balanced, and academically competent. The study highlights Islamic psychopedagogy as a culturally relevant and transformative paradigm, offering valuable guidance for inclusive, value-based, and well-being-centered higher education. ]]>
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