Theatre workshops have been recognized in recent years as an effective approach to enhancing the comprehensive skills of non-performing arts majors, with “emotional memory” exercises being particularly crucial. This exercise requires participants to awaken and integrate their genuine emotional experiences to enhance the authenticity and emotional impact of their performances. Emotional Memory is a vital component of Stanislavsky's acting system. It represents a concrete technique within Stanislavsky's theory for eliciting genuine emotions and is regarded as the core method for achieving “authentic feeling.” Subsequently adapted by theater educators such as Viola Spolin and Xiaohua Zhang, it has been widely applied in theater workshops for non-performing arts majors. This study focused on students majoring in Broadcasting and Hosting Arts at Shandong Youth University of Political Science, all of whom lacked systematic theater exercises. Employing qualitative methods, the research documented student performance during emotional memory exercises through teacher observation and behavioral analysis. Results indicate that Emotional Memory significantly enhances students' emotional expression, stage presence, and creative thinking, while also positively impacting teamwork and self-awareness. This research demonstrates the significant value of Emotional Memory in drama education for non-performing arts majors, providing actionable pathways and insights for implementing university theatre workshops.