The current study investigated university students' well-being during Emergency Remote Teaching (ERT) via EMPATHICS framework in the aftermath of an earthquake that struck the Eastern part of Türkiye. The study had a mixed-methods research design, where quantitative data were analyzed through descriptives of the participants' overall happiness indices, and qualitative data were analyzed through thematic analysis of those of narrations. Gathered through convenience sampling, the participants were constituted by 18 university students recruited from the department of Foreign Language Education at a state university in Türkiye. The results scrutinized that the participants did not exhibit elevated levels of well-being within the context of ERT. Additionally, the dimensions of the EMPHATICS framework were elaborated in detail to reveal their psychological well-being during ERT, which could also provide pedagogical implications for student well-being and suggestions for further research.