ENHANCING UNDERGRADUATE MENTAL HEALTH EDUCATION THROUGH EDUCATIONAL DRAMA: A FUZZY ANP-TOPSIS ANALYSIS OF IMPLEMENTATION STRATEGIES 

Abstract

This study explores the integration of educational drama into undergraduate mental health education to enhance self-awareness, emotional regulation, interpersonal skills, and problem-solving abilities. Employing a Fuzzy Analytic Network Process (ANP) and Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS), we assess implementation strategies, including curriculum design, teacher training, resource allocation, and stakeholder engagement. Data from surveys of 200 stakeholders and case studies across four universities indicate that structured drama curricula and professional teacher training significantly improve mental health outcomes. The study provides a decision-making framework to optimize drama-based interventions, addressing challenges such as resource constraints, misconceptions about drama’s educational value, and varying stakeholder perceptions. Findings underscore educational drama’s transformative potential in fostering psychological well-being among undergraduates, offering actionable insights for educators and policymakers.