The aim of this study was to model the factors influencing students’ academic stress using a research synthesis approach. This applied research was conducted using a qualitative method. Data were collected through document analysis and extracted from reputable international sources such as ERIC, ScienceDirect, Springer, Scopus, and Elsevier. The statistical population consisted of 76 studies conducted between 2001 and 2024 , from which 32 sources were purposively selected based on theoretical saturation. Data analysis was carried out following the seven-step meta-synthesis method of Sandelowski and Barroso (2007). The findings indicated that academic stress is influenced by four main categories of factors: individual, environmental, social, and educational. Based on these findings, a conceptual model was developed to illustrate the direct and indirect effects of these factors on academic stress. The results of this study can serve as a foundation for policymakers, teachers, and counselors to design preventive and intervention strategies aimed at reducing students’ academic stress.
academic stress. The proposed model provides a comprehensive framework for understanding the complexity of academic stress among students. These results can guide educational policymakers, school staff, and counselors in designing preventive and interventional strategies to reduce academic stress and improve students’ well-being