Empathy, as one of the key constructs in psychology, plays a crucial role in the deep understanding of others and the formation of effective interpersonal relationships. Therefore, understanding the underlying mechanisms of empathy is of particular importance. The university period is considered a sensitive developmental stage due to students’ transitional developmental status and their exposure to academic and social pressures. Enhancing empathy during this stage may contribute to successful psychological and social adjustment. Accordingly, the present study aimed to examine the predictive power of cognitive, emotional, and neurophysiological indicators of empathy among university students. The present study employed a descriptive-correlational design. The statistical population consisted of all undergraduate students at Persian Gulf University during the 2024–2025 academic year. A sample of 243 participants was selected using a multistage cluster random sampling method. Empathy was assessed using the Interpersonal Reactivity Index (IRI) developed by Davis (1983). Cognitive indicators were measured using the Cognitive Flexibility Inventory (CFI) developed by Dennis & Vanderwaal (2009). Emotional indicators were assessed using the Emotional Maturity Scale developed by Singh & Bhargava (1990). EEG data were recorded from participants during eyes-open and eyes-closed resting-state conditions, and frequency band indices were analyzed. Data were analyzed using multiple regression analysis in SPSS software. The findings revealed that cognitive flexibility, as a cognitive indicator, had a significant positive relationship with overall empathy, emotional empathy, and perspective taking; however, no significant relationship was found between cognitive flexibility and empathic concern. In addition, emotional immaturity, as an emotional indicator, showed significant negative relationships with overall empathy, emotional empathy, perspective taking, and empathic concern. The r