Li Liu, Jieyu Huang, Shumin Yu

Li Liu

March 31, 2026

Three-wide education, Psychological education, Higher vocational colleges, Psychological capital, Expressive arts therapy, Horticultural therapy.

Background: Students in higher vocational colleges face significant mental health challenges, exacerbated by intensive skill-based training and early career pressures. The “Three-Wide Education” philosophy provides a holistic framework but lacks integration with evidence-based therapeutic modalities. Aims: This study investigates the efficacy of the “One-Body-Five-Dimension” (OBFD) psychological education model in addressing mental health challenges among students in higher vocational colleges, guided by the “Three-Wide Education” philosophy. Methods: An integrated approach incorporating expressive arts therapy, horticultural therapy, and positive psychology is proposed to address issues of resource fragmentation and limited intervention scope. A mixed-methods case study was conducted with 1,248 vocational students. The intervention comprised: 1) a “Mind Home” publicity platform, 2) a curriculum-based teaching platform, 3) a “Five-Season” practical education platform, 4) a “Heart Cultivation Garden” experiential platform, and 5) a six-level crisis prevention platform. Data included pre/post PsyCap surveys (PCQ-24, CD-RISC-10), interviews, reflective journals, and institutional records. Results: Implemented at a secondary psychological counseling station within Guangdong Nanhua Vocational College of Industry and Commerce, the intervention yielded significant improvements in students’ psychological capital (PsyCap). Notable increases were observed in self-efficacy (d=0.13), resilience (d=0.68), hope (d=0.96), and optimism (d=1.06). Participation in the “Five-Season” activities was associated with a 32% reduction in crisis incidents, while engagement in horticultural therapy provided empirical support for the “labor-nurtures-mind” hypothesis. Institutionally, a cross-functional crisis team facilitated a 100% resolution rate for identified high-risk cases. Conclusion: These findings suggest that integrating traditional educational frameworks with contemporary therapeutic methods can systematically enhance mental health literacy and mitigate psychological issues. The OBFD model effectively enhances psychological resources and creates a sustainable mental health ecosystem within vocational education. Moreover, the model’s scalability and low reliance on specialized infrastructure present a replicable framework for other vocational institutions. Future efforts will prioritize the development of digital tools for real-time monitoring and the expansion of community partnerships to ensure sustained long-term impact.

© 2026, the Authors. Published by ISCCAC

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