The purpose of the present study was to investigate the relationship between Heuristic teaching methodology and its effectiveness in improving self-esteem and coping responses to stress of university students in hybrid learning setup. The present study hypothesizes to increases self-esteem and coping responses of students by teaching them heuristically in hybrid learning setup. For the purpose of this study an experimental research was employed to gather data through convenient sampling from 15 students of fourth semester in Martime department of BUKC. The age ranges of participants were between 20-25 years. For that purpose a heuristic teaching method intervention was use which was used in earlier study. A pretest and post design was used to assess increase in self-esteem and coping responses of students. The intervention was employed in 8 sessions with in two months of a summer semester. heuristic group showed significant increase in self-esteem and the difference was significant t=1.94 and p<0.05 and in task coping t=5.38 and p<0.05 to stress. Moreover, participants of the same group showed significant decrease in emotional coping to stress showing significant result at t=-4.54 and p< 0.05 and distraction coping to stress at t=-3.27and p< 0.05. The findings of the research indicated significant difference in self-esteem levels and Coping levels in pre and post test. The results of the present study could be useful for increasing self-esteem and coping responses in university students and for future references.