Objective: Mental health of pre-service teachers is a critical determinant of educational quality, professional identity formation, and long-term teaching effectiveness. The present study aimed to conduct an applied systematic review to identify the patterns, dimensions, and interventions for promoting mental health among student teachers in higher education, based on existing empirical evidence. Method: This systematic review was conducted in accordance with the PRISMA guidelines. The study population consisted of 27 peer-reviewed articles published between 2017 and 2025 (including international and Persian-language studies), retrieved from major databases such as Scopus, Web of Science, ERIC, PsycINFO, SID, and Magiran. Data were analyzed using thematic analysis following Braun and Clarke’s (2006) six-phase framework, including open coding, categorization, and theme generation. Results: The findings revealed that student teachers’ mental health is a multidimensional construct encompassing psychological, cognitive, emotional, individual, social, occupational, organizational, and educational dimensions. Core themes included subjective well-being, psychological capital, resilience, mental health literacy, self-efficacy, emotional regulation, social support, work engagement, and organizational well-being. Identified interventions were categorized into four levels: individual (mindfulness, positive psychology), cognitive–behavioral, social, and organizational–educational interventions. Among these, mindfulness-based and positive psychology interventions demonstrated the strongest evidence for reducing stress and anxiety while enhancing well-being and adaptive functioning. Conclusion: This systematic review highlights the necessity of adopting a comprehensive, preventive, and systemic approach to promoting mental health in teacher education programs. Effective strategies should simultaneously address individual competencies, emotional and cognitive skills, and supportive organizational and educational environments. The findings provide a robust evidence base for educational policy-making, development of integrative mental health models, and future intervention