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This study explored in mitigating academic stress among university students, with an emphasis on its impact on language learning and stress management in a post-pandemic context. Employing a mixed-methods research design, this investigation utilized stratified random sampling to collect data from 1,063 students during the fall semester of 2022. Data collection was conducted through an online survey designed to assess changes in musical behavior, levels of academic stress, and the incorporation of music as a coping strategy in the post-pandemic context. The survey included both quantitative and qualitative items, with analysis involving descriptive and inferential statistics, including t-tests, Pearson correlation, and multiple regression. Qualitative responses were analyzed using content analysis. Results of the study revealed that males reported higher levels of academic stress than females, yet no significant gender differences were observed in the use of music as a coping mechanism. A notable change in musical behavior post-pandemic correlated with a higher likelihood of using music for stress relief. Regression analysis identified depression as a significant predictor of increased post-pandemic music use. Content analysis of qualitative responses underscored music’s multifunctional role in creating supportive learning environments, emotional release, and companionship. These results suggest that incorporating music into online educational settings can effectively manage academic stress and promote student well-being. This study has important implications for educational strategies post-pandemic, highlighting music’s therapeutic potential in learning environments.
