HRMARS - This study addresses the critical disconnect between professional skills training and psychological well-being support in higher education, where specialized teaching and mental health education often operate in isolation, creating an imbalance in student development. From an educational psychology perspective, the research establishes the theoretical necessity for integration based on learning motivation theories and the interdependence of cognitive and affective processes in knowledge acquisition. The study develops a comprehensive integration framework through three dimensions: objective-content integration, which embeds psychological literacy into professional training objectives; process-method integration, focusing on creating supportive learning environments that address students' psychological needs; and evaluation-interaction integration, establishing developmental assessment systems that foster supportive teacher-student relationships. Furthermore, the research proposes systematic implementation strategies, including cross-departmental collaborative mechanisms, teacher capacity building programs, and institutional incentive policies, to ensure sustainable application. This integrated approach transforms mental health education from a peripheral supplement to an essential component throughout the professional teaching process, ultimately contributing to cultivating well-rounded talents with both professional excellence and psychological resilience. The framework provides theoretical foundations and practical guidance for promoting connotative development in higher education, offering significant insights for enhancing the overall quality and effectiveness of student development.
Tang et al. (Sat,) studied this question.