With the intensification of global ecological crises and the prominence of adolescent mental health issues, traditional disciplinary teaching models have proven inadequate for cultivating modern citizens equipped with ecological awareness and psychological literacy. This study, based on an interdisciplinary perspective, constructs an ecological psychology literacy cultivation model that integrates biology education with mental health education, aiming to explore innovative pathways for educational reform in the new era. Employing a mixed-methods research approach, the study developed a theoretical model of ecological psychology literacy encompassing four dimensions—Ecological cognition, ecological emotion, ecological behavior, and psychological adaptation—Through literature analysis and expert interviews, and developed corresponding assessment tools. Through a quasi-experimental study conducted over 18 months with 360 high school students, the scientific validity of the theoretical model was verified using statistical methods including exploratory factor analysis, confirmatory factor analysis, and structural equation modeling. Results showed that the four-dimensional model demonstrated good reliability and validity. The interdisciplinary cultivation model significantly improved students' literacy levels (experimental group improved by 18.16%, with effect sizes d = 0.63-0.91). The intervention effect retention rate reached 98.1%, and environmental psychological factors influenced literacy development through dual pathways (total mediation effect of 78.5%). This research enriches interdisciplinary educational theory with new content, provides a scientific theoretical framework and practical guidance for ecological psychology literacy cultivation, and holds significant implications for promoting educational reform innovation and cultivating high-quality talents for the new era.
Shijun Lv (Mon,) studied this question.