Background: Alexithymia is a multifaceted construct involving deficits in emotional awareness, emotional expression, and affect-oriented cognition. Although several instruments exist, concerns persist regarding construct coverage, factor instability, cultural sensitivity, and limited applicability beyond clinical settings. Objective: This study presents the Deez Alexithymia Scale (DAS-21), a newly developed 21-item self-report instrument designed to assess alexithymia comprehensively while addressing conceptual and psychometric limitations of existing measures. In addition to psychometric validation, the study explores the educational implications of alexithymia using insights derived from the DAS-21 framework. Methods: Items were generated using a theory-driven and phenomenological approach. A community adult sample (N = 512) completed the DAS-21 along with convergent and discriminant measures. Exploratory and confirmatory factor analyses were conducted, followed by reliability analyses and validity testing. Results: Factor analyses supported a stable four-factor model: Difficulty Identifying Feelings, Difficulty Describing Feelings, Externally Oriented Thinking, and Emotional Detachment. The DAS-21 demonstrated excellent internal consistency ([alpha] = 0.89) and strong construct validity. Educationally relevant patterns emerged, indicating associations between alexithymia traits and learning engagement, emotional comprehension, and classroom communication. Conclusion: The DAS-21 is a psychometrically robust and conceptually expanded measure of alexithymia with relevance for clinical, research, and educational contexts.