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Pathways to Psychological Health Education Integration in China’s Primary, Secondary Schools and Universities. Education & Pedagogy Journal. 2025;2(14):74-84. DOI:

Integrating psychological health education in primary and secondary schools and universities emphasizes the coherent development of psychological health education at all levels, which is critical. This approach requires that each level – primary, secondary, and university – takes into account the psychological developmental characteristics of students and carefully tailors the objectives and content of psychological health education to age and cognitive maturity. The aim is to introduce psychological education gradually and systematically, striking a balance between age-specific differences and the progressive development of educational content. As an essential part of the ideological and political educational framework of China’s new era, psychological education plays a crucial role in promoting students’ psychological well-being at all levels of schooling. Achieving full integration requires a theoretical foundation rooted in developmental psychology, pedagogy, and coordinated educational policies and systems. This includes consistently designing and implementing curricula, teacher training, and theoretical instruction. In addition, psychological health education should be provided both online and offline, including digital platforms, lectures, and mental health activities, and promote close collaboration between schools and families. Such coordinated efforts are essential for promoting children and adolescents’ comprehensive development and mental and physical well-being.

Keywords: primary, secondary schools, and universities, psychological education integration, pathways

Research on the Digital-Intelligent Transformation of Ideological and Political Education in Universities in the Digital Era. Education & Pedagogy Journal. 2026;1(17):5-27. DOI:

With the accelerated evolution of a new round of global scientific and technological revolution, education digitalization has leaped from a mere technical auxiliary to a key force in improving the ecology of Ideological and Political Education (IPE). In the macro context of the continuous deepening of the National Education Digitalization Strategic Action from 2024 to 2025, IPE in universities is undergoing an unprecedented paradigm shift. Based on the intersection of digital development and university IPE, and grounded in the Ministry of Education’s relevant work deployments, this paper provides a comprehensive narrative on the theoretical logic, practical dilemmas, practical paths, and prospects of IPE transformation in the digital era. Digital transformation is not a simple iteration of educational tools, but a systemic reconstruction involving educational philosophies, subject-object relationships, resource morphologies, and management modes. In exploring dimensions such as “Precision IPE”, “Digital Inheritance of Red Culture”, “Cross-Cultural Narrative”, and “Integration of Education and Management”, data empowerment has yielded immense educational dividends. Still, it has also triggered deepseated ethical and practical crises such as “Digital Suspension,” “Technological Alienation,” and the “Absence of Value Rationality.” As an educator deeply engaged in this field, this paper aims to provide solid theoretical support and direction for transformation, building a new form of digital IPE that unifies technology and humanism through analysis and critique of the current environment.

Keywords: digital-intelligent transformation, Ideological and Political Education, Higher education, generative Artificial Intelligence, digital ethics, human-machine collaboration