Vol. 11, Issue 9, Part C (2025)

Abstract
Higher education plays a critical role in preparing students for academic success and professional demands, requiring not only intellectual development but also psychological resilience to manage stress, anxiety, and emotional challenges. Mindfulness has emerged as an effective practice for enhancing self-awareness, emotional regulation, and sustainable mental health, yet its integration into higher education programs remains underexplored. This study investigates the lived experiences and perceptions of students in higher education regarding mindfulness practices as a means to foster sustainable mental health and academic well-being. Utilizing a qualitative phenomenological design, semi-structured interviews were conducted with 50 students from a higher education institution in Maharashtra, India. Data were analyzed through thematic analysis, with credibility ensured via triangulation and member checking. Four themes emerged: (1) mindfulness as a stress-relief strategy, (2) improved concentration and self-awareness, (3) emotional regulation and resilience, and (4) challenges in practicing mindfulness. Findings suggest that embedding structured mindfulness modules in higher education curricula can enhance students’ mental health, equipping them to navigate academic and personal challenges effectively. This integration may improve learning environments and academic outcomes, offering a pathway to sustainable well-being in higher education.