Full-time university students spend a lot of time studying. Some say they should do other activities too. To what extent do you agree or disagree?

The idea of how much time should be only devoted to studying has become progressively contentious as some advocate that undergraduates should

also

take part in a diverse range of empirical

activities

and interests. In my view, whilst studying is essential for full-time

university

students

to stay on top of their fields, extracurricular

activities

also

play a pivotal role in their overall

university

experience. The most frequently cited rationale for degree-seeking

students

dedicating themselves solely to academics is their core responsibility.

This

is predicated based on the assumption that they only need to learn chosen subjects as they are not under the pressure of work. One well-known example of

this

can be seen in myriad universities in the UK limiting working hours so that pupils can fully focus on their

studies

. Without working during

this

time,

this

,

therefore

, may help

students

completely invest in academics, learn theories, skills, and form the basis of their entire careers.

Additionally

, part-time jobs might lead them to neglect their

studies

and perform poorly at

university

. Albeit conceding the potential value stemming from

this

notion, extracurricular

activities

alongside the classroom are the key catalyst for success.

Studies

have elucidated that a number of benefits have been evident and acquired when the young actively participate in non-academic

activities

.

This

can be most apparently illustrated through a wide breadth of voluntary and part-time work, providing

students

huge gains

such

as the value of teamwork, professional manners, or simply relieving stress.

Moreover

, omitting their

studies

is a minor setback compared to the tremendous merits which they might reap from doing extracurricular

activities

.

Thus

, spending increased time on these

activities

confers a valid standpoint as we have realised the positive and tangible impact on the

students

' diversionary experience. In conclusion, though pupils ought to be expected to study their tertiary education,

activities

outside the classroom do wonders for the

students

' progression at

university

. From my viewpoint, I personally reckon that the educators and governors should pass a holistic approach and strike some balance in distributing academic and non-academic subjects to the school's curriculum.