Art Integrated Learning and Its Impact on Students’ Stress

Abstract

Recognising the increasing prevalence of stress among students and the growing need for effective coping strategies, the present study investigates the potential of Art Integrated Learning (AIL) as an educational intervention to strengthen coping mechanisms and promote emotional well-being. AIL integrates artistic modalities such as visual arts, music, drama, and movement into core academic instruction, thereby fostering creativity, emotional expression, and problem-solving skills. Grounded in the principles of multiple intelligences and experiential learning, this approach offers a holistic framework for student development.

The study employed a mixed-methods design, combining quantitative and qualitative approaches. A sample of 120 students, engaged in both traditional and art-integrated curricula, constituted the basis of the study. The quantitative component involved pre- and post-intervention measurements of stress levels, while the qualitative component comprised thematic analysis of interviews to capture students’ personal experiences and perceptions of AIL. The findings revealed that students exposed to AIL reported significantly lower stress levels, improved emotional regulation, and enhanced coping strategies compared to those in traditional instructional settings.

These findings support the educational vision articulated in the National Education Policy (NEP 2020) and the National Curriculum Framework for School Education (NCF-SE 2023), both of which advocate arts-based, inclusive, and emotionally responsive pedagogies. The study positions AIL as a viable psycho-educational tool that fosters a supportive and engaging learning environment, enabling students to express themselves creatively and manage academic pressures more effectively.