Work–study balance among higher education students: A systematic review of challenges and strategies

Abstract

Background/Purpose. Although a growing body of literature examines work–study balance, studies integrating challenges and strategies within a unified framework for higher education students remain limited. This study aimed to synthesize empirical evidence from diverse geographical contexts to develop a cohesive understanding of challenges and strategies associated with work–study balance among higher education students.

Materials/Methods. A systematic literature review and document analysis were conducted using predefined inclusion and exclusion criteria. A total of 51 scholarly studies published between 2020 and 2025 were systematically reviewed and synthesized.

Results. The findings identified major challenges, including mental health issues, reduced physical activity, lower academic performance, increased stress, and sleep disturbances, which affect students’ psychological, physical, and academic well-being. Key strategies included time management, maintaining a healthy work–study balance, peer support, goal orientation, self-regulation, and self-motivation. These strategies support students in managing academic and employment responsibilities, maintaining well-being, and improving academic performance.

Conclusion. The study provides a cohesive framework for understanding the challenges and strategies associated with work–study balance among higher education students. It highlights the need for context-sensitive and comparative research across diverse institutional, cultural, geographical, and environmental settings to strengthen theory and inform practices that support students balancing work and study.