Psychological education in higher education: Opportunities and challenges in the Internet+ era

Abstract

In the context of "Internet+," the rapid development and integration of information technology in China have brought new opportunities and challenges to psychological education in higher education. Compared with traditional psychological education, the high information throughput and multichannel presentation of "Internet+" have altered students’ cognitive characteristics. Consequently, traditional psychological education methods are no longer suitable for the current environment, and education methods pose new challenges for higher education. New media technologies within the "Internet+" framework have played a crucial role in psychological education. Further research is needed to explore new applications for enhancing the quality of psychological education in higher education institutions. This paper reviews the current opportunities and challenges faced by psychological education in the context of "Internet+", and explores a mechanism-driven, collaborative, and efficient educational strategy that is responsive to new conditions.

Key Words: Internet+; Psychological education; Higher education; New media technologies; Educational strategy

Core Tip: The rapid integration of "Internet+" technologies in higher education has transformed students' cognitive characteristics, challenging traditional psychological education methods. This study highlights the role of new media technologies and proposes a collaborative, mechanism-driven strategy to enhance psychological education quality in the digital era.

INTRODUCTION

With advancements in information technology, the internet has become widely accessible in China. According to the "Statistical Report on the Development of China's Internet" by the China Internet Network Information Center, the number of internet users in mainland China reached 1.011 billion in 2021[1]. The widespread adoption of the internet in various social domains has gradually shifted from mere information exchange and entertainment needs to affecting social interactions, work, and daily life. Accompanied by emerging technologies and various media platforms, the internet is increasingly influencing the transformation of China’s social language system, modes of social interaction, and organizational structures[2].

The term "Internet+," coined by China’s Prime Minister, Li Keqiang in 2015, refers to "Internet plus conventional industries", which uses internet technology and the intrinsic logic of big data or the Internet of Things to enable the integration and empowerment of conventional industries, facilitating their optimization and transformation[3]. The "Internet+" concept has profoundly influenced people’s thinking and lifestyles, affecting social and ideological structures and giving rise to new societal moral concepts. The role of "Internet+" in driving social structural change is not only a natural consequence of contemporary trends but also a challenge to traditional ways of life, moral values, and social structures. As the primary channel for information dissemination, the Internet has surpassed the limitations of traditional media, enabling information to spread rapidly and widely. It has provided new social platforms, such as social media and instant messaging tools, facilitating real-time interactions across geographic boundaries. However, the Internet has also introduced challenges to social governance, including growing concerns over cybersecurity, cybercrime, and issues stemming from virtual socialization, such as social anxiety[4,5]. Psychological education integrates psychological theories and methods into curriculum design, teaching approaches, and student services to enhance students’ mental health, foster positive psychological traits, and develop social adaptability. Psychological education in universities is a forefront of ideological and moral development in society, and is critical, especially as university students are at a key stage in forming their life perspectives, worldviews, and values. A recent meta-analysis found that the rapid global spread of the internet, including the widespread use of mobile access devices, has led to smartphone addiction, with studies conducted in China showing the highest risk scores for problematic smartphone use among the 24 countries surveyed (Figure 1)[6].

Figure 1 Statistics on global internet user base and penetration rate from 2015 to 2020.

With the rapid development of the internet and "Internet+" technologies, a multitude of social media platforms have emerged. These platforms include short videos, images, or text designed to attract different user groups, and may lead to varying degrees of addiction[7]. A study by Pittman and Reich[8] showed that image-based social platforms, such as Instagram and Snapchat, are positively correlated with users' happiness and negatively correlated with feelings of loneliness, whereas text-based platforms, such as Twitter, are unrelated to happiness or loneliness. In China, popular short video platforms, such as Douyin (TikTok), differ from traditional social networks that emphasize and enhance real-world social interactions by digitizing them; instead, they foster repeated self-interaction by users. This deepens the dependency of adolescent users, who are in the self-identity formation stage on short video platforms. In light of the current wave of "Internet+" affecting society as a whole, determining how to effectively implement psychological education under these new conditions is a critical challenge.

EFFECT OF "INTERNET+" ON PSYCHOLOGICAL EDUCATION IN UNIVERSITIES

The "Guidelines for Enhancing the Quality of Ideological and Political Education in Higher Education" highlight the importance of psychological education as an integral component of ideological and political education, alongside curriculum-based, research-based, practice-based, management-based, service-based, culture-based, organization-based, network-based, and financial aid-based education systems in China’s socialist higher education framework. Although the age of university students has not changed, the rapid development of the Internet, particularly since China's entry into the fast track of information technology development in the 21^st century, has had a significant effect on university education. As the first "beneficiaries" of internet development, their social language structures and behaviors have evolved in alignment with the internet boom. Although this has driven the growth of the internet, it has also led to dependence on the internet among university students, resulting in a disconnection from real-life social interactions, which hampers their personality development and behaviors[9,10].

Influence of "Internet+" on students' thoughts and behaviors

Uncontrolled online gaming is one of the most criticized aspects of internet usage in the current educational system. Prolonged student engagement with online games is a common problem in educational settings. Students are quick to embrace new technologies, but their values and worldviews are still in the formative stage. At different ages, addiction to online gaming can lead to varying degrees of psychological disorder, including role confusion, personality disorders, and physical health issues[11]. Moreover, with the application of "Internet+" technologies, the form and experience of online gaming have been further enhanced, particularly through the integration of virtual reality (VR)[12] and augmented reality (AR)[13] technologies. These technologies, driven by rapid advancements in life sciences, have fueled aggressive growth in the entertainment and social sectors, exacerbating the issues associated with online gaming. Through data analysis and mining techniques in computer science, students’ Internet browsing records, social media interaction data, and other related data can be analyzed to identify potential sources of stress, areas of interest, and underlying mental health issues. VR and AR technologies can offer students immersive psychological education experiences. By simulating various scenarios, these technologies enable students to better understand and manage psychological challenges while practicing social skills in safe and controlled environments.

Additionally, the development of social media technologies and platforms has transformed students’ ways of socializing. Students now habitually use social media software to establish social connections. According to the "48^th Statistical Report on China’s Internet Development," the number of short video users in China has reached 818 million, accounting for 87% of internet users[14]. In 2020, 49.3% of adolescents regularly watched short videos online. The high-throughput information technology of the internet allows for the rapid dissemination of content in the form of short videos and streaming media that appeal to students[15]. However, the vast amount of redundant, complex, and sometimes harmful information on these platforms has led to a series of undesirable social behaviors, hindering the formation of a healthy worldview, social outlook, and value system among students. These new entertainment and social modes have an undesirable effect on user motivation and personality traits. Smith and Kim[16] found that adolescents frequently engage in social comparisons, with negative social comparisons being a core element of envy, making social media platforms a fertile ground for such emotions[17]. This mechanism also explains the potentially harmful effects of social media applications on mental health outcomes, such as depression and well-being[18]. Educators should acknowledge the existence of social comparisons and guide students in developing a healthy perspective on such comparisons. They should respect each student’s unique differences and characteristics, avoiding an overemphasis on disparities among students. Instead, greater attention should be directed towards the growth and progress of each student. At the same time, educators should leverage students' psychological traits by harnessing their motivation and competitive spirit to actively engage them. Exposure to negative and unregulated information on social media can have adverse psychological outcomes[19]. Longitudinal studies have found that over time, adolescent use of social media tools is associated with social anxiety symptoms, depressive moods, and physical anxiety symptoms[20].

Social media companies create highly immersive services designed to capture users' attention for as long as possible, which often leads to addictive behaviors. This is especially significant in the context of short video applications. A recent study found that TikTok became the most addictive application among teenagers during the coronavirus disease 2019 (COVID-19) pandemic, surpassing other popular applications with similar visual features[21]. A study of 1346 adolescents by Chao et al[22] found that those addicted to short video applications experienced adverse effects on their mental health, family, and school environments, unlike non-users who had more supportive family environments. Given the psychological symptoms observed among users addicted to short video applications, targeted interventions and treatments are urgently required.

Effect of "Internet+" on educators

In China’s current educational system, teachers, particularly class advisers and counselors, are typically responsible for monitoring students’ mental health. In a study of class advisers in primary and secondary schools in Eastern China, many educators reported difficulties in distinguishing between normal adolescent noncompliance and mental health problems owing to a lack of specialized psychological training[23]. Additionally, some older teachers have slower rates of adoption of new technologies and lack an understanding of the rapid advancements brought about by "Internet+," which can lead to a reliance on traditional teaching methods that may not appeal to modern students. This significantly limits the effectiveness of classroom teaching and creates a disconnect between teachers and students, hindering the success of educational initiatives[24]. Traditional methods such as "face-to-face counseling" and questionnaire surveys are no longer sufficient to meet the demands of the current situation (Table 1). Moreover, the individuality of students’ psychological issues is increasingly obscured by a broader trend toward "social indifference" in the era of "Internet+". Addressing these individual differences with tailored psychological education services, using appropriate new mental health education tools, such as accessible online counseling and self-help resources, and understanding the unique challenges of psychological education in the Internet era are critical for today’s educators[25].

Table 1 Content of psychological education activities.

Sequence	Activity	Implementation	Pre-implementation preparation	Post-implementation follow-up
1	Prepare educational materials	Develop course plans and lecture topics	Collect educational materials	Evaluate teaching effectiveness
2	Invite experts	Coordinate with mental health experts and institutions	Prepare lectures and workshops	Collect expert feedback
3	Promote health knowledge	Conduct publicity campaigns	Prepare prizes	Evaluate promotion effectiveness
4	Record student information	Detailed recording of student and counselor information	Establish student records	Follow-up and improvement measures for students

Effect of "Internet+" on the allocation of psychological education resources

Although the internet provides more resources and opportunities for psychological education, partially alleviating the shortage of psychological education resources in some regions[26], access to mental health resources remains a challenge in remote areas because of inadequate network infrastructure.

EXPLORATION OF PSYCHOLOGICAL EDUCATION IN HIGHER EDUCATION IN THE "INTERNET+" ERA

Development of a new psychological education system in the "Internet+" era

As a novel concept, "Internet+" has profoundly influenced societal development since its inception. The implementation of ideological and moral education for students under new conditions requires the collective efforts of society. The "Guidelines for Enhancing the Quality of Ideological and Political Education in Higher Education" provide policy support for psychological education. These guidelines emphasize the development of diverse, multistage psychological education courses that subtly influence students' mental health and safety while contending with harmful information, aiming to create a healthy online environment with broad societal involvement. The overarching goal of the guidelines is to cultivate socialist builders and successors who are well-rounded in morality, intelligence, physical fitness, and aesthetics while nurturing a new generation capable of assuming the responsibility of national rejuvenation. To achieve this, it is crucial to prioritize moral education and the cultivation of ideals and beliefs as core elements, while emphasizing value guidance and educational orientation. Different sectors must formulate specific policies and regulations. For example, in curriculum-based education, measures to promote "curriculum-based ideological and political education" can be developed. In the context of online education, policies should focus on strengthening the construction and management of campus network culture. Specialized institutions should be established to coordinate policy implementation, clearly define the responsibilities of leaders at various levels, and ensure the effective execution of policies. Additionally, a comprehensive monitoring and evaluation mechanism should be developed to regularly assess policy implementation, with timely corrections made to address any identified issues.

Parental supervision plays a critical role in adolescents’ social media use. Studies have shown that increased monitoring and mediation strategies by parents, is associated with adolescents having fewer problems with social media use[27]. Beyens et al[28] and Wallace[29] reported that as parental education levels increase, communication between parents and adolescents regarding online behaviors also improves. In China, preliminary anti-addiction systems have been established for gaming and social media applications to regulate adolescent internet use. However, there is a lack of formal policy support for adult university students, which limits the scope of implementation of anti-addition systems in psychological education[30].

Establishing a new psychological education workforce in the “Internet+” era

With increasing societal attention to psychological education, events such as World Mental Health Day and Mental Health Education Month have become a regular occurrence[31]. The new psychological education workforce uses various modern platforms to facilitate early identification of and intervention for students’ psychological issues. Integrating psychological education into students’ daily lives through social media enhances interaction and connection between educators and students[32].

The role of psychological educators has evolved, necessitating the development of new teaching skills. Psychological counseling, intervention, and subsequent treatment aspects of psychological education require comprehensive regulation[33]. Moreover, in addition to focusing on the effect of the internet on students’ mental health, attention must be paid to its effects on academic performance. A study on the mental health of college freshmen found that approximately one-third of students experienced mental health issues during their first year. Both internalizing and externalizing problems are associated with decreased academic performance. Externalizing issues had a more pronounced effect in departments with relatively low average academic performance, indicating a strong correlation between mental health issues and poor academic outcomes. Interventions addressing mental health issues can potentially enhance academic performance. Thus, establishing a new psychological education workforce could improve students’ mental health and academic achievement[34].

Exploring new forms of psychological education in the “Internet+” era

Higher levels of television or digital media exposure are associated with increased levels of depression, anxiety, and inattention, and excessive video game usage is linked to higher rates of depression, irritability, inattention, and hyperactivity[35]. Elevated levels of e-learning time were correlated with increased depression and anxiety. A cohort study found that during the COVID-19 pandemic, longer screen time was associated with poorer mental health among children and adolescents[19]. These findings highlight the need for policy interventions and evidence-based social support to promote healthy screen use and mental health among children and adolescents during and after the pandemic. Although some studies have shown no link between moderate usage of short video platforms and negative mental health outcomes, a high proportion of users (40.2%) were addicted, underscoring the need to promote healthy short video platform usage. This is especially critical, as many schools prohibit smartphone use on campus, which can help foster a scientific approach to mental health development among students[36].

Recent research has highlighted the benefits of using multichannel, multiterminal, and online-offline integration approaches, leveraging platforms such as the internet, radio, WeChat public accounts, and video channels, to conduct diverse psychological education activities[37]. A range of practical and innovative promotional tools that meet the needs of teachers and students has been established to support this approach. However, the privacy and security of educators and students must be protected during evaluations of new interventions.

Adolescence and early adulthood are the critical periods of physical and psychological development. Addictive use of short videos, online gaming, and emerging social media software poses a significant threat to the mental health of young people[38]. In the context of "Internet+," developing targeted interventions for adolescent mental health problems is essential. Interventions may include educational activities, digital health programs, and access to counseling services. Collaboration among professionals, educators, and families is key to managing and supporting adolescent mental health[39,40]. Finally, guidelines and regulations are needed to promote the healthy use of various "Internet+" platforms.

CONCLUSION

Under the "Internet+" framework, psychological education is undergoing significant changes and innovations. The internet offers efficient and convenient tools for psychological education through online platforms, mobile applications, and social media. Emerging technologies, such as artificial intelligence and virtual technology, can analyze students' learning behaviors and psychological characteristics to offer personalized learning paths and psychological support for each student. However, widespread internet use can also have a negative effect on students’ mental health. However, the widespread application of emerging technologies in psychological education may cause students to develop an excessive dependence on these technologies. This reliance can undermine their ability to learn independently and diminish their psychological resilience. In addition, data security and privacy protection have become significant concerns, requiring ongoing investigation and the implementation of relevant policies and measures. Integrating modern technological tools into psychological education is likely to provide stronger support for students’ holistic development and mental well-being.