Spiritual Aspirations of American College Students

Abstract

During the transition to adulthood, college students undergo profound personal growth and identity exploration. Spirituality, which is defined as the individual pursuit of meaning, purpose, and connection with others, oneself, and the sacred or transcendent, plays a significant role in shaping well-being, relationships, and academic engagement, independent of organized religion. This qualitative study explores the spiritual aspirations of college students, offering insights into their diverse experiences and values. Participants included 113 ethnically and religiously diverse students from a southern United States urban university who completed an anonymous, open-ended questionnaire focused on spirituality in interpersonal relationships, education, and broader life domains. A thematic analysis identified recurring themes, including “peaceful or less stressed,” “sharing spiritual experiences,” and “being focused.” The findings suggest that the majority of students view spirituality as central to their lives, highlighting its role in their search for meaning, personal development, and a sense of connectedness. These results underscore spirituality as a pervasive influence on student well-being and identity, with implications for their academic and relational experiences.

1. Introduction

Spirituality is a multifaceted construct encompassing a sense of connection to a higher power (e.g., God, Allah, gods, or another divine presence), to others, to oneself, and to nature, often providing individuals with a guiding sense of purpose and coherence in life (de Brito Sena et al. 2021; Esat et al. 2021). While spirituality and religion are frequently interrelated, they are conceptually distinct. Religion typically refers to organized systems of belief, practice, and communal worship grounded in institutional traditions, whereas spirituality is generally more individualized, experiential, and non-institutional (Pargament et al. 2013; Gustavsson 2020). In this way, spirituality represents a personal journey or quest for meaning, which may or may not include a sense of closeness to a divine being or adherence to formal religious doctrine.

Spirituality, as one of the central dimensions of human experience, holds significant importance for many individuals. Recent data from the Pew Research Center (2023) indicate that nearly 70% of Americans consider spirituality an important part of their lives, including roughly one-third of those who do not identify with any particular religion. Among college students in particular, spirituality has been associated with a wide range of positive outcomes, including greater emotional well-being, lower levels of psychological distress, and enhanced relational functioning (Borges et al. 2021; Duche-Pérez et al. 2024). These benefits appear to operate independently of formal religious affiliation, suggesting that spirituality itself, apart from religious involvement, can be a vital protective factor during college years. Students who identify as not spiritual—apart from religiosity—may be more vulnerable to negative outcomes such as depression, antisocial behavior, substance misuse, and engagement in risky sexual behaviors (Duche-Pérez et al. 2024), further underscoring the nuanced role of spirituality as being distinct from religiosity.

Research has consistently shown that college is a formative period for spiritual development. Many students view spiritual exploration as an integral aspect of their broader identity development (Burchett and Glanzer 2020). Although the frequency of traditional religious practice often declines during college, students typically report an increase in spiritual seeking and reflection (Hall et al. 2016). This period marks a shift from inherited belief systems to a more autonomous and intentional engagement with spiritual questions and values. Tanner (2006) describes this shift as a process through which individuals begin to take responsibility for constructing their own worldviews. Importantly, although higher education institutions are legally bound to maintain religious neutrality, this does not preclude addressing the spiritual needs of students. As Burchett and Glanzer (2020) conclude, supporting spiritual development can be performed in inclusive ways that honor diversity and foster personal growth.

Upon conducting a large-scale longitudinal study involving over more than fifteen thousand university students from across the United States, Astin et al. (2010) proposed a multidimensional model of spirituality that is specific to the college student experience. Defining spirituality as a search for meaning, purpose, and connection, they emphasized its broad and inclusive nature, extending beyond religious affiliation. (Astin et al. 2010). Other than religious commitment, the key dimensions of the model were spiritual quest, equanimity, ecumenical worldview, ethical engagement, and charitable involvement (Astin et al. 2010). This study focuses on the spiritual quest dimension, which involves an intentional effort to explore one’s purpose, identity, and values. Students’ aspirations in the realm of spirituality may facilitate this journey, helping them define what matters most to them as they navigate the challenges of emerging adulthood.

Spirituality is found to support students’ development across multiple domains during the college years, offering a stabilizing and motivating force as they face academic, interpersonal, and existential stressors (Ekwonye et al. 2020). The present study seeks to explore how students’ spiritual aspirations manifest within three key areas of life—family relationships, peer connections, and academic engagement. Examining spirituality across these life domains can illuminate how students integrate spiritual values into everyday decisions, relationships, and coping strategies.

1.1. Pervasiveness of Spirituality

Spirituality can permeate every sphere of life, functioning as a lens through which students interpret experiences and make value-driven choices. College students’ experiences of spirituality extend beyond self-reflection and include a strong social dimension (Stoppa 2017). Students often described relational encounters and contextual influences as being pivotal to their spiritual experiences. These relationships, shaped by the students’ own spirituality, also fostered personal growth by prompting them to explore and express new ideas and perspectives within their spiritual identities (Stoppa 2017).

1.1.1. Family and Spirituality

The family serves as the primary and most influential context in shaping an individual’s spirituality and spiritual expectations within relational life (Desrosiers et al. 2011). Although spiritual expressions within families vary widely depending on factors such as ethnic and cultural background, generational cohort, socioeconomic status, education level, and whether the family lives in an urban or rural setting, the formative role of the family in spiritual development is nearly universal. From early in life, children’s spiritual understanding is shaped through relational interactions, emotionally supportive environments, and participation in shared rituals. These experiences help establish a foundation for sacred meaning-making that often continues to influence individuals well into adulthood (Desrosiers et al. 2011).

As meaning-making systems with their own internal direction and identity, family units play a unique and influential role in shaping each member’s spiritual development (Dollahite et al. 2019). This influence often reflects a multigenerational devotion, with spiritual values and practices intentionally being passed down across generations, extending beyond the immediate family to shape the spiritual lives of future descendants (Dollahite et al. 2019). When nurtured in supportive and inclusive ways, spiritual beliefs and practices can strengthen family bonds, promote emotional well-being, and provide a shared sense of purpose and resilience. In turn, these shared spiritual experiences can reinforce individual faith and deepen connections among family members (Dollahite and Marks 2019). Rituals and ceremonies act as bridges that connect individuals to their families and broader communities, helping them navigate life transitions, celebrations, and times of adversity (Dollahite and Marks 2019; Sezer et al. 2016).

Research has shown that family spirituality is associated with greater psychological resilience, stronger family cohesion, and improved mental health outcomes in young adults (Mahoney et al. 2020; de Mamani et al. 2010). However, when spiritual practices are harsh, rigid, or oppressive, they can harm individuals’ psychological well-being and disrupt family relationships, undermining both spiritual development and emotional health (Dollahite and Marks 2019).

1.1.2. Friends and Spirituality

Peer relationships represent a critical context for spiritual development during the college years—a time when many students engage in meaningful spiritual experiences and discussions, primarily with their peers (Montgomery-Goodnough and Gallagher 2007). These interactions not only provide essential emotional support but also create opportunities for students to refine and expand their spiritual perspectives through dialog and exposure to diverse worldviews. In this way, spirituality becomes a relational and co-constructed process—one that is nurtured through shared exploration, empathy, and the emotional intimacy that often characterizes close college friendships (Higher Education Research Institute 2005).

Friendships grounded in shared spiritual values, sometimes referred to as sanctified relationships, offer a sense of emotional safety and openness that fosters deeper self-reflection and spiritual growth (Riley 2018). These spiritually intimate bonds serve as safe havens where students can both express and examine their inner lives, often affirming one another’s beliefs while also respectfully challenging assumptions. Such exchanges can play a vital role in cultivating spiritual integrity, encouraging individuals to clarify and align their values with their lived experiences (Sullivan 2023).

In fact, spirituality has been positively associated with the overall quality of college friendships, particularly those marked by empathy, authenticity, and mutual respect (Borges et al. 2021). Daily spiritual experiences, such as prayer, meditation, or moments of awe, have been shown to predict greater empathy and forgiveness—qualities that naturally enhance peer relationships and foster a more compassionate social environment (Henderson et al. 2024). Additionally, students’ broader psychosocial functioning, including their sense of connectedness and social support, is closely linked to their spiritual well-being (Ariff and Razak 2022), suggesting that spirituality and peer relationships are mutually reinforcing aspects of college life.

1.1.3. Academics and Spirituality

Academic achievement, which is the central focus of college life, also intersect with spirituality. Many students report turning to spiritual practices as coping mechanisms during times of academic stress and uncertainty (Ekwonye et al. 2020). Reflection on academic goals and struggles can lead to greater spiritual awareness, making spirituality a psychological and emotional resource for navigating the demands of higher education.

Although empirical research on the academic implications of spirituality among American college students remains limited, international studies provide growing evidence of a positive relationship between spirituality and academic engagement. Students with a strong spiritual foundation tend to demonstrate higher levels of achievement motivation, which, in turn, enhances their academic involvement (Imron et al. 2023). Moreover, students who perceive their lives as meaningful and aligned with their personal values are more likely to be actively engaged in their studies, while those experiencing a crisis of meaning often display diminished academic enthusiasm (Lima das Chagas and Muñoz-García 2023). Spirituality also contributes to resilience, enabling students to more effectively cope with academic and personal challenges and maintain consistent engagement (Imron et al. 2023). Additionally, research indicates that spirituality can indirectly support academic performance by fostering emotional well-being, particularly through its positive association with happiness (David et al. 2022).

1.2. Present Study

University students increasingly recognize spirituality as a vital source of guidance, resilience, and identity formation, especially during periods of adversity (Ekwonye et al. 2020; Hamka et al. 2025). Spirituality often functions as an internal psychological and emotional resource, supporting students as they navigate developmental transitions, interpersonal difficulties, and academic pressures. For example, a brief online spirituality workshop significantly enhanced emotion regulation, meaning-making, and relationship quality among high-ability college students (Pandya 2024). Furthermore, spirituality provides a meaningful framework through which students interpret their experiences and shape their long-term goals and aspirations (Astin et al. 2010).

Aspirations are conceptualized as motivational forces that direct individuals toward desired goals (Lewin 1951). Aspirations are shaped by one’s internal values and external environment, and they influence decisions and behaviors across various domains. Importantly, aspirations that are intrinsically motivated, i.e., those rooted in personal meaning rather than external gains, have been shown to predict psychological well-being (Niemiec et al. 2009). Spiritual aspirations, in this context, refer to the ways individuals seek meaning, purpose, and connection through their spiritual values.

Building on this framework, the present study investigates the following central question: What are the spiritual aspirations of American college students? We operationalized spiritual aspirations as the themes emerging from participants’ responses to a set of open-ended questions regarding their desired experiences of spirituality in the domains of family relationships, peer connections, academic engagement, and life in general.

The written responses of a diverse sample of college students were thematically analyzed to identify patterns and themes, providing insight into how students integrate spirituality into their developmental experiences and decision-making processes. Examining how college students articulate their spiritual hopes across multiple life domains provides a holistic view of how spirituality functions in their daily lives. By highlighting the role of spiritual aspirations in shaping interpersonal and academic engagement, the study seeks to inform higher education efforts aimed at supporting students’ inner development and well-being.

2. Materials and Methods

This study employed a qualitative phenomenological design to explore the lived experiences and spiritual aspirations of college students.

2.1. Participants and Setting

The study was conducted at the University of [Masked], which is a large, public, urban university located in the Southern United States. As one of the most ethnically and culturally diverse research institutions in the nation, the university serves a student body that reflects the rich demographic makeup of the [Masked] area.

Data were drawn from a subset of participants involved in a larger study evaluating the effectiveness of a universal mental health program for college students, which underwent review and approval by the Institutional Review Board of the University of [Masked]. One of the program’s lessons focused specifically on spiritual development (Esat et al. 2021). A total of 113 college students responded to a set of questions about their spiritual aspirations; however, some responses were incomplete and were treated as missing data.

The demographic characteristics of the sample are summarized in

Table 1. Participant Demographics: N = 113.

Gender							Missing
Male	Female	Preferred not to disclose
30 (26.55%)	75 (66.37%)	1 (0.88%)					7 (6.19%)
Race/Ethnicity
European American	African American	American Indian	Asian American	Hispanic/Latino American	Other
19 (16.81%)	12 (10.62%)	0	24 (21.24%)	50 (44.25%)	1 (0.88%)		7 (6.19%)
Religious Affiliation
Christian	Muslim	Buddhism	Hinduism	Other	Prefer not to disclose	No Religion
58 (51.33%)	5 (4.42%)	6 (5.31%)	3 (2.65%)	9 7.96%	5 (4.42%)	20 (17.70%)	7 (6.19%)

. The majority of participants (86.3%) were between 19 and 25 years old, with 13.5% between 26 and 34 years. In terms of gender identity, 66.37% identified as female, 26.55% as male, 0.88% preferred not to disclose, and 6.19% did not report gender. Racial and ethnic backgrounds were diverse, with the largest group identifying as Hispanic/Latino American (44.25%), followed by Asian American (21.24%), European American (16.81%), African American (10.62%), and other ethnicities (0.88%). A small percentage (6.19%) did not report their racial or ethnic background.

Regarding religious affiliation, the majority of participants identified as Christian (51.33%), while 17.70% reported having no religious affiliation. Additional details about religious identification are provided in Table 1.

All responses were collected anonymously and were not linked to any personally identifiable information.

2.2. Measures and Procedures

Participants’ spiritual aspirations were assessed using a series of open-ended questions intended to elicit their envisioned spiritual experiences across major life domains. As part of a broader mental health program administered during regularly scheduled class sessions, participants provided written responses to the questions listed in

Table 2. Questions Presented to the Participants.

1. Describe how you would like to experience your spirituality in your relationships with family.

2. Describe how you would like to experience your spirituality with friends.

3. Describe how you would like to experience your spirituality when involved in academic work (lectures and assignments).

4. Describe how you would like to experience your spirituality in general.

. They were prompted to reflect on and describe their ideal spiritual experiences within the contexts of family relationships, friendships, and academic activities such as attending lectures and completing coursework.

2.3. Data Analysis

Participants responded to open-ended questions about their desired spiritual experiences across various aspects of their lives. A qualitative content analysis approach was employed to analyze the textual data. Content analysis is a systematic method for interpreting written responses by identifying recurring codes, categories, and themes (Hsieh and Shannon 2005).

Responses were coded according to a scheme developed in alignment with the study’s research questions. The coding framework included four primary categories: Spirituality in Family Relationships, Spirituality with Friends, Spirituality in Academic Work, and General Experience of Spirituality.

To ensure reliability in theme identification, the first author provided training to the co-author in qualitative coding procedures. Interrater agreement between the two authors ranged from 93.6% to 100%, indicating a high level of coding consistency.

3. Results

The analysis of participants’ responses revealed several key themes related to their spiritual aspirations, as presented in

Table 3. Participants’ Aspirations for Spiritual Experience: Thematic Summary.

	Questions
	1. Family	2. Friends	3. Academic	4. In General	Total Frequency
Being peaceful/ less stressed			38	35	73 (66.4%)
Sharing spiritual experiences	29	21			50 (45.5%)
Being focused			48		48 (43.6%)
Being able to talk/communicate	18	28			46 (41.8%)
Sense of unity/support/connection	20	24			44 (40.0%)
Spending quality time	25	11			36 (32.7%)
Being present	3	5	11	9	28 (25.5%)
Positive/open mindset			5	23	28 (25.5%)
Time management/being on time/keeping up with due dates/having “me time”			14	13	27 (24.5%)
Harmony with self/soul				21	21 (19.1%)
Being calm and patient in interactions	9	6			15 (13.6%)
Love and care	11	4			15 (13.6%)
Being understanding	9	5			14 (12.7%)
Respectful of differences/nonjudgement	7	7			14 (12.7%)
Experiencing trust	3	9			12 (10.9%)
Better learning/enjoying learning			11		11 (10.0%)
Being fun and cheerful	5	5			10 (9.1%)
Putting more/best effort in			9	1	10 (9.1%)
Mental and physical health/ happiness				10	10 (9.1%)
Gratitude	5	2	1		8 (7.3%)
Motivated/engaged			8		8 (7.3%)
Live more spiritually/value-oriented				7	7 (6.4%)
Honesty			2	1	3 (2.7%)
Success			3		3 (2.7%)
Awareness of purpose			3		3 (2.7%)
Kindness	2				2 (1.8%)
Being able to express self			2		2 (1.8%)
Better organized			2		2 (1.8%)
God consciousness				1	1 (0.9%)
Being able to ask for assistance			1		1 (0.9%)
Understanding expectations			1		1 (0.9%)
Apply the knowledge learned			1		1 (0.9%)
Volunteering			1		1 (0.9%)
Not sure how to answer			1		1 (0.9%)
Spirituality is not applicable to this area		2	6		8 (7.3%)
Unclear response			5		5 (4.5%)
Not spiritual					3 (2.7%)
No response	3	5	7	7
The total percentage of the sample who reported the theme is provided in parentheses.

. Nearly all participants reported having spiritual aspirations; however, three students (2.5%) indicated that they did not consider themselves spiritual. No more than seven students left the open-ended questions unanswered.

The top 10 most frequently reported themes are presented in Figure 1. The desire to feel “peaceful or less stressed” was the most frequent theme (66.4%), reflecting an aspiration for spirituality to bring calm and ease, especially in the context of academic and general life stressors. The aspiration of “being focused” (43.6%) emerged as a distinct theme tied specifically to academic life, suggesting that students hoped their spirituality would enhance their concentration.

The theme of “sharing spiritual experiences” was also common (45.5%), emphasizing the importance of connecting with family and friends through spiritual practices. Other frequently mentioned themes included “being able to talk and communicate” (41.8%) and “feeling a sense of unity, support, or connection” (40%), particularly within close interpersonal relationships.

“Being present” was the only theme that emerged across all life domains. Notably, the themes identified for the spheres of family and friends were identical, with the exception of “kindness,” which emerged exclusively within the context of family relationships. Similarly, the themes related to academics and to experiencing spirituality in general overlapped, including “having a positive or open mindset,” “time management,” “putting more or best effort into responsibilities,” and “honesty.” A few themes were unique to the general domain of spiritual experience, such as “harmony with self or soul,” “physical and mental health and happiness,” and “living more spiritually or value-oriented,” which reflect broader aspirational goals.

Overall, the themes reflect a multifaceted understanding of spirituality, encompassing relational, emotional, and practical dimensions.

4. Discussion

This study explored the spiritual aspirations of college students at an urban university in the southern United States. An overwhelming majority of participants (97.5%) reported having spirituality-related aspirations, including those without any religious affiliation. Only three students indicated that they did not consider themselves spiritual, and a small number left relevant questions unanswered.

The thematic analysis of the spiritual aspirations regarding family life, peer relationships, academic life, and life, in general, revealed that students primarily desired spiritual experiences that foster peace, focus, communication, and connection. The most frequently cited aspirations were to feel “peaceful or less stressed” (66.4%) and “be focused” (43.6%), particularly in relation to academic and general life demands. The prominence of “seeking peace or reduced stress” in participants’ responses is consistent with prior studies suggesting that students increasingly rely on spiritual practices to manage academic pressures and support their mental health (Ekwonye et al. 2020). Aligned with another study’s findings of the new stressors experienced as an emerging adult serves as a catalyst to reattach to their spirituality in a more meaningful and tailored way (Stoppa 2017).

Participants viewed spirituality as a vital resource that helped them remain grounded and persistent in meeting one of the central challenges of life—academic success. This finding aligns with prior research by Imron et al. (2023) and David et al. (2022), which suggests that spirituality can enhance academic functioning by fostering resilience and supporting emotional well-being.

Other prominent themes included “sharing spiritual experiences” (45.5%), “being able to talk and communicate” (41.8%), and “feeling a sense of unity, support, or connection” (40%) within close relationships. These relational dynamics reflect students’ desire for emotionally safe and spiritually affirming spaces in which they can both express themselves and feel understood. Likewise, the emphasis on interpersonal connection and communication echoes the findings from Morris et al. (2010), who highlighted the relational nature of spirituality in young adulthood, particularly as it relates to identity development and the need for belonging. Importantly, they also create a context in which students can safely explore, question, and refine their spiritual beliefs and identities—a process echoed in previous research (Borges et al. 2021; Riley 2018). Indeed, these relational qualities may serve a dual purpose by supporting both psychosocial development and spiritual well-being (Ariff and Razak 2022).

Notably, the only theme that emerged consistently across all life domains (i.e., family, peer relationships, academic life, and general life) was the aspiration of “being present,” which is a core element of mindfulness practice. This finding is consistent with the existing literature, which suggests that spirituality often functions as both a mediator and a moderator in the relationship between mindfulness and improved well-being among college students (Greeson et al. 2011; Greeson et al. 2015). The desire to be present may reflect students’ need to manage stress, enhance focus, and cultivate greater emotional balance across various aspects of their lives. In contrast, more expansive and existentially oriented themes such as “harmony with self or soul,” “physical and mental health and happiness,” and “living more spiritually or value-oriented” emerged exclusively within the domain of general spirituality. These broader themes suggest that beyond coping with immediate life challenges, students are also seeking deeper meaning, personal growth, and alignment with their core values and beliefs through their spiritual lives.

Furthermore, Fuertes and Dugan’s (2021) findings on students’ spiritual development being associated with aspirations for emotional well-being, ethical living, and interpersonal harmony parallel several themes identified in the present study. These findings underscore a multifaceted understanding of spirituality among college students, aligning with prior research that emphasizes spirituality as a source of meaning, connection, and self-awareness (Astin et al. 2010). The thematic analysis, organized according to the five dimensions of Astin et al.’s (2010) framework, suggests the presence of two additional dimensions relevant to contemporary college students’ spirituality (see

Table 4. Theme Dimensions Based on Astin et al.’s (2010) Conceptualization.

Dimensions of Spirituality	Themes	Frequency (%)
Equanimity	Being peaceful/ less stressed	73 (66.4%)
	Being present	28 (25.5%)
	Mental and physical health/ happiness	10 (9.1%)
	Gratitude	8 (7.3%)
	Live more spiritually/value-oriented	7 (6.4%)
	God consciousness	1 (0.9%)
Equanimity—Action Oriented *	Being focused	48 (43.6%)
	Time management/being on time/keeping up with due dates/having “me time”	27 (24.5%)
	Better learning/enjoying learning	11 (10.0%)
	Being fun and cheerful	10 (9.1%)
	Putting more/best effort in	10 (9.1%)
	Motivated/engaged	8 (7.3%)
	Success	3 (2.7%)
	Being able to express self	2 (1.8%)
	Better organized	2 (1.8%)
	Apply the knowledge learned	1 (0.9%)
Spiritual Quest	Harmony with self/soul	21 (19.1%)
	Awareness of purpose	3 (2.7%)
Connection—Reciprocal *	Sharing spiritual experiences	50 (45.5%)
	Being able to talk/communicate	46 (41.8%)
	Sense of unity/support/connection	44 (40.0%)
	Spending quality time	36 (32.7%)
	Experiencing trust	12 (10.9%)
	Being able to ask for assistance	1 (0.9%)
	Understanding expectations	1 (0.9%)
Ethical Engagement	Being calm and patient in interactions	15 (13.6%)
	Love and care	15 (13.6%)
	Being understanding	14 (12.7%)
	Honesty	3 (2.7%)
	Kindness	2 (1.8%)
Ecumenical Worldview	Positive/open mindset	28 (25.5%)
	Respectful of differences/nonjudgement	14 (12.7%)
Charitable Involvement	Volunteering	1 (0.9%)

* This dimension is not mentioned in Astin et al.’s (2010) conceptualization.

).

In Astin et al.’s (2010) conceptualization, equanimity refers primarily to a state of inner peace during times of difficulty and in general. In contrast, the current findings reveal a more action-oriented form of equanimity, characterized by how spirituality actively supports the individual to navigate and function in the world (Table 4). A second novel dimension, reciprocal connection, centers on shared experiences and mutual communication. This stands in contrast to Astin et al.’s (2010) connection dimension that encompasses ethical engagement, ecumenical worldview, and charitable involvement, which focus on individuals’ outward expressions rather than mutual or bidirectional relationships.

The emergence of these new dimensions may reflect changes in students’ spiritual perspectives over the decade since Astin et al.’s (2010) study. Alternatively, the difference could stem from methodological variations. Whereas Astin et al. (2010) relied on quantitative survey data, the present qualitative approach allowed participants to articulate their experiences in greater depth, enabling the identification of these additional dimensions, which is a key strength of qualitative inquiry.

This study possesses notable strengths, particularly with its diverse sample and use of open-ended questions, which enabled participants to share rich, nuanced insights into their spiritual aspirations. However, several limitations should be acknowledged. The use of a single, qualitative data collection method may limit the generalizability of findings. The anonymity of the survey, while ethically appropriate, precluded linking individual responses to demographic characteristics, restricting subgroup analyses. For future research, we recommend asking participants to generate unique self-created identification codes. This approach would preserve participant privacy and, at the same time, enable the connection of responses with demographic data and conduct more nuanced analyses.

Additionally, although the sample size was adequate for qualitative inquiry, it could be expanded in future research to enhance representativeness and depth.

Another limitation involves the inherently interpretive nature of qualitative data, which is shaped by the researcher’s perspective and analytical lens. Although interrater reliability between the co-authors when conducting the thematic analysis was high, it is important to acknowledge that the second author was a student of the first author. This relationship may have contributed to a shared interpretive framework, potentially limiting the diversity of analytical perspectives.

Additionally, methodological triangulation could not be conducted as the participants were college students and were not, therefore, accessible for follow-up. Triangulation, which is a strategy used to enhance the credibility and validity of qualitative research, involves using multiple data sources, researchers, or methods to cross-verify findings (Patton 1999). The absence of this process in the current study limited opportunities to confirm the themes through alternative perspectives or additional data sources.

Implications

The findings of this study suggest that spirituality is an important dimension of students’ lives that intersects with academic performance, stress management, and social relationships. Institutions of higher education can integrate these insights into student affairs programming, counseling services, and curriculum development. For example, offering optional workshops or support groups that address spiritual wellness, mindfulness, and value-based living may help students align their personal aspirations with academic and social goals. Overall, recognizing and addressing students’ spiritual aspirations may contribute to more inclusive, engaged, and resilient campus communities.