Implementation of Mental Health Education in Vocational Colleges: Teachers' Perspectives

Based on teacher cognitive theory, this study employed a mixed-methods approach, using questionnaires and interviews, to survey 20 mental health education teachers at five vocational colleges in China. The study examined the current status, challenges, and influencing factors of implementing a college mental health education curriculum. The study found that the curriculum was rich in content, with interactive and experiential teaching methods predominantly employed. Teachers reflected and adjusted their approach after class based on student feedback. However, challenges remained, including a disconnect between teachers' prior learning and current teaching practice, insufficient professional training, limited resources, and low student engagement. Key factors influencing implementation included teachers' early educational experiences, professional training, resource and environmental support, and adaptive adjustments in classroom practice. Based on this, the study recommends: strengthen teacher training focusing on practice and expertise, improve teaching facilities and institutional safeguards, innovate teaching mode integrating teacher development, interactive teaching, dynamic assessment, and contextual support to enhance the effectiveness of mental health education implementation in Chinese vocational colleges and address existing challenges.