Abstract Background Psychological health education plays an important role in improving public psychological literacy and preventing psychological problems. However, the current education model generally suffers from problems such as insufficient cultural adaptability, single forms, and limited interactivity. Hakka culture, as an important branch of the Chinese nation, contains rich psychological adjustment resources such as collective identity, clan support, and folk song expression, and has natural psychological healing elements. At the same time, Artificial Intelligence Generated Content Technology (AIGC) has shown great potential in personalized interaction, situational simulation, and content creation. This study attempts to construct a new model of mental health education that integrates Hakka cultural psychological resources with AIGC interactive technology. By enhancing the cultural affinity, innovative forms, and precise intervention of educational content, it provides a practical path for promoting the localization and digital development of mental health education. Methods A total of 240 participants from two middle schools and two community service centers in Hakka residential areas were selected for the study and divided into an experimental group (n = 120) and a control group (n = 120). The experimental group received an 8-week "Hakka Culture+AIGC" dual module mental health education. The control group received routine mental health lectures and manual learning. The mental health knowledge scale (MHKS), general self-efficacy scale (GSES), and self-designed cultural identity and psychological adaptation questionnaire were used for evaluation before intervention (T0), after intervention (T1), and 2 months after intervention (T2). Meanwhile, semi-structured interviews were conducted with 30 participants in the experimental group. Perform repeated measures ANOVA using SPSS 26.0 and conduct thematic analysis on interview texts using Nvivo 12.0. Results At T0, there was no significant difference in the scores of the two groups (p.05). At T1, the experimental group showed significantly higher scores in MHKS, GSES, and psychological adaptation compared to the control group (p.01), with a significant increase in cultural identity (p.001). At T2, the experimental group maintained an advantage in all scores, with a retention rate of 82.4% for mental health knowledge, which was higher than the control group's 58.6% (p.01). The interview results showed that cultural resonance enhances participation motivation, with 89% of participants stating that Hakka stories and mountain songs evoke emotional resonance and are more actively engaged in psychological learning. AIGC immersive experience interaction improvement shows that 83% of participants believe that virtual situational role-playing helps with emotional expression and cognitive reconstruction. Technological empowerment promotes the integration of cultural heritage and psychological adjustment, with 76% of participants reporting a deeper understanding of Hakka support concepts through interaction and learning to apply them to daily emotional management. Discussion The psychological health education model that integrates Hakka culture and AIGC technology can effectively enhance participants' knowledge of mental health, self-efficacy, and cultural identity, and has a certain sustained intervention effect. This model achieves the transformation of mental health education from "knowledge transmission" to "cultural experience" and "emotional practice" through emotional connection of cultural resources and immersive interaction of AIGC. Subsequent research can further explore the adaptability among different cultural groups and develop open-source AIGC cultural psychological intervention tools to promote the application of this model in multiple scenarios such as rural areas and schools.
Li et al. (Sun,) studied this question.
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