- LIU Bo¹, CHEN Muxuan¹, LIU Yang²
- DOI: 10.5281/zenodo.22638391
- GAS Journal of Arts Humanities and Social Sciences (GASJAHSS)
College students continually
encounter uncertainty in academic work, career decision-making, interpersonal
relationships, and role transitions. Psychological resilience is not merely a
personal trait to be repaired through counselling after a crisis; it is an
adaptive resource developed through everyday learning, interaction, and
practice. This paper uses policy document analysis, literature analysis, and
analysis of campus educational scenarios to examine how the integration of
moral, intellectual, physical, aesthetic, and labour education can foster
college students’ psychological resilience. The analysis argues that these
educational domains may separately and jointly influence value identification,
cognitive adjustment, frustration tolerance, emotion regulation, social
support, and self-efficacy. The key lies not in increasing the number of
activities, but in embedding educational elements in campus scenarios with
authentic tasks, appropriate challenge, relational interaction, and
opportunities for reflection. In some higher-education practices, fragmented
goals, departmentalised psychological education, superficial activity
experience, insufficient stakeholder collaboration, and result-oriented
evaluation may still occur. Universities should therefore use resilience-
development goals to guide the design of integrated scenarios and a
“challenge support reflection transfer” activity chain, supported by
multi-stakeholder collaboration and process evaluation. This approach forms a
closed loop of “goal identification- scenario embedding collaborative
implementation process evaluation feedback improvement” and offers an
analytical approach for integrating resilience cultivation into everyday campus
education.
Keywords: five-domain education integration, college students, psychological resilience, campus educational scenarios: collaborative education.
