A Study on the Cultivation of College Students' Mental Health through Teaching Innovation by Vocational College Faculty from a Positive Psychology Perspective

As higher vocational education transitions from "scale expansion" to "high-quality development," student mental health issues are shifting from crisis intervention toward developmental cultivation and systemic governance. Guided by strengths, meaning, and flourishing, positive psychology provides a theoretical foundation for cultivating psychological capital, resilience, and positive character within authentic teaching contexts.This critical study defines "teaching innovation" as an action system integrating instructional improvement and psychological enhancement. It proposes a three-tiered mechanism: "classroom experience—team support—institutional environment." At the micro level, classroom innovation reconstructs learning experiences to foster positive emotions, competence, and relational bonds;At the meso level, innovation teams share meaning and emotional energy flow to enhance professional growth and pedagogical coherence; at the macro level, institutional and cultural frameworks build organizational support for sustained mental health cultivation. The paper further proposes: rewriting curriculum goals through a strengths perspective, optimizing processes through classroom development, promoting synergy through team chaining, and solidifying outcomes via diverse platforms and quality assurance.