MANAGEMENT OF HOLISTIC STUDENT LEARNING AND MENTAL HEALTH AT GUANGXI TRAFFIC TECHNICIAN COLLEGE

Abstract

This research aims: (1) To investigate the status and desired state of holistic student‑learning and mental‑health development among students at Guangxi Traffic Technician College; (2) To construct an empirically‑grounded, feasible integrated management framework for holistic student learning and mental health for the college. Stratified random sampling selected 200 students and 45 teachers; purposive sampling recruited three senior college administrative experts. Research instruments included student‑teacher questionnaires for holistic learning and mental health, plus an expert evaluation scale for framework appropriateness and feasibility. Data analysis adopted frequency, percentage, mean, standard deviation, Modified Priority Need Index (PNI‑modified), and content analysis. Results show that the overall current level of students’ holistic learning and mental‑health status was moderate‑to‑high, while the desired state reached a high level. Professional‑ability development and social‑ability development turned out to be the two core‑urgent improvement dimensions according to the descending order of PNI‑modified values, followed by personal‑ability development, emotional management, self‑awareness, and interpersonal relationships. The six‑step closed‑loop integrated management framework generated in this study includes: (1) joint diagnosis of holistic‑learning competence and mental‑health status; (2) formulation of tiered unified cultivation standards; (3) design of tiered development task packages; (4) implementation of thematic education and guidance programmes; (5) establishment of multi‑stakeholder collaborative feedback mechanism; (6) continuous optimisation via closed‑loop improvement. Expert evaluation verified that this framework possesses high appropriateness and practical feasibility for on‑campus implementation.

Keywords: Holistic Student Learning, Mental‑Health Management, Integrated Management Framework, Technical College, Modified Priority Need Index (PNI‑modified)