Aim. This study examined the challenges university students encounter when balancing academic responsibilities, paid work, and personal life, the strategies they consider effective, and the perceived usefulness of art-coaching techniques for goal setting and balance improvement. Methods. A sequential mixed-methods design was implemented in two phases. Phase 1 combined quantitative and qualitative survey data from 204 students aged 18–25 years in India (n = 130) and Ukraine (n = 74); open-ended responses were analysed thematically using QDA Miner Lite. Phase 2 comprised a pilot goal-setting workshop with 30 Indian and 10 Ukrainian students using the Wheel of Life Balance and Drawing a Reward techniques. Results. Indian participants more often described routine, self-discipline, and overcommitment as difficulties, whereas Ukrainian participants more often referred to war-related disruption and unstable schedules. Across both groups, time management, prioritisation, boundaries between study and personal time, rest, sleep, stress management, and reduction of digital distractions emerged as central strategies. Workshop reflections indicated that the visual techniques helped participants identify low-satisfaction life domains and formulate personally meaningful goals. Conclusions. The findings describe common and context-specific work–study–life challenges and suggest short-term acceptability of art-coaching tools for reflection and goal setting. Because the intervention was small and uncontrolled, its effectiveness requires confirmation in larger controlled and longitudinal studies.