In today’s world, with the acceleration of technological advancements, it is expected that the quality of learning would improve significantly. The prevalent belief is that tasks that previously required time, resources, and energy would be alleviated by these technological developments. However, these advancements have not reduced the number of tasks that students are required to complete; instead, they have increased them. Technology has been added to the list of stressors in modern daily life, and students, in particular, have experienced feelings of overwhelming burden. This situation adversely affects their emotional states and cognitive functions.
Learning difficulties in university students are a significant factor that negatively impacts academic achievement and personal development. These difficulties arise when students are unable to acquire certain academic skills with the expected speed and accuracy. Intense academic programs and increasing expectations can be additional sources of stress for students with learning difficulties. This situation can undermine their self-confidence and make it harder for them to adapt to educational processes.
The aim of this study is to determine the relationship between mindfulness, cognitive load and learning difficulties for 250 students studying at the faculty of education at Istanbul University-Cerrahpaşa. Mindfulness Attention Awareness Scale (MAAS) scale developed by Brown and Ryan (2003), Cognitive load scale developed by Windell (2006) and E-Learning Attitude Scale developed by Yarayan et al. (2021) were used. As a result of Pearson Correlation analysis, 23.6% negative significant relationship between mindfulness and cognitive load, 34.9% negative significant relationship between mindfulness and learning difficulty, 28.5% negative significant relationship between cognitive load and learning difficulty were determined.
An effective strategy for coping with learning difficulties among university students should include a holistic approach based on awareness and cognitive load management. Firstly, mindfulness techniques can be utilized to increase students' individual awareness regarding their learning processes. These techniques help students focus on the present moment, reduce stress levels, and better concentrate on learning materials. At the same time, to reduce cognitive load, course content should be divided into smaller, more manageable units, and learning processes should be planned in a more structured manner. Interactive and actively engaging course designs, supported by visual and auditory materials, enable students to use their cognitive resources more effectively. Additionally, individual support programs and regular feedback processes should be established for students experiencing learning difficulties. This ensures that their learning performance is monitored and timely interventions tailored to their needs are implemented. These approaches support students in having a better learning experience both academically and emotionally.

Keywords: Learning Difficulties, Mindfulness, Cognitive Load, University Students, Statistical Analysis.