The Role of Lecturer Intervention in Supporting the Psychological Stability of Post-Breakup Students in Islamic Universities
DOI:
https://doi.org/10.59373/s8rys833Keywords:
Lecturer intervention, student psychology, Islamic universitiesAbstract
Breakups are a common emotional issue among college students and can affect their psychological, academic, and spiritual well-being. In Islamic higher education settings, faculty members are expected to serve not only as educators but also as sources of support for students as they cope with various life challenges. However, research on faculty interventions to support students’ psychological stability following a breakup remains relatively limited. This study aims to analyze the impact of a breakup on students’ psychological well-being, identify faculty interventions to support students’ psychological recovery, and evaluate students’ needs and responses to faculty support. The study employed a qualitative case study design at Walisongo State Islamic University in Semarang. Data were collected through in-depth interviews with eight students who had experienced a breakup, supplemented by observations and document analysis. Data analysis was conducted using the Miles and Huberman model, with the stages of data reduction, data presentation, and conclusion drawing. The results of the study indicate that a breakup affects students’ emotional, academic, and spiritual well-being to varying degrees. A key finding of this study is that most students do not receive direct intervention from instructors because they tend to conceal their personal problems. Nevertheless, students expect faculty members to demonstrate empathy, academic flexibility, and the ability to foster a comfortable, non-judgmental learning environment. This study implies the importance of developing more structured psychospiritual counseling programs at Islamic universities to support students’ mental health holistically.
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