In the context of the comprehensive advancement of the “one-stop” student community model in universities, the content and format of community activities have become a critical vehicle for implementing holistic education. This study examines handicraft activities, moving beyond their traditional characterization as mere leisure or recreation. From an interdisciplinary perspective integrating psychology, pedagogy, and sociology, it analyzes the deeper functional mechanisms of such activities within the educational milieu of student communities. The research posits that by facilitating immersive flow experiences, embodied cognitive practice, informal social interaction, and the materialization of emotional engagement, handicraft activities effectively serve multiple roles. These include psychological healing and stress buffering, fostering innovative thinking and higher-order competencies, building community identity and social capital, and integrating aesthetic and labor education. This represents a high-value pathway for activating the internal drivers of community-based education and harmonizing individual student development with the construction of a shared community. This paper aims to provide theoretical insights and practical strategies for universities to optimize “one-stop” community activity offerings, thereby achieving more refined, human-centric, and multidimensional educational outcomes.