Maslow’s Hierarchy of Needs is a psychological theory proposed by American psychologist Abraham Maslow in the 1950s. The theory believes that human needs can be divided into physiological need, safety need, belongingness and love need, esteem need and self-actualization need. The five needs gradually increase in line with the hierarchy, and only after the lower level needs are satisfied will the higher level needs be pursued. As for the ideological and political education of college students, Maslow’s Hierarchy of Needs holds significant implications for guiding colleges and universities to carry out the ideological and political education of poor college students.

The purpose of this study was to examine how horticultural therapy affects the subjective well-being of college students. Through theoretical analysis and literature review, the study focused on the role of horticultural therapy in mental health promotion, emotion regulation, self-efficacy enhancement, and creativity and cognitive function enhancement. It was found that horticultural therapy can significantly improve the mental health of university students, especially in stress management and emotional stability. Participation in horticultural activities helped to increase students’ life satisfaction, reduce negative emotions, and enhance their self-efficacy and sense of achievement. In addition, horticultural activities have been found to promote creative thinking and cognitive development. Nonetheless, there are challenges to implementing horticultural therapy, including resource and space constraints, and inconsistent participation. This study proposes that integrating horticultural therapy in a university setting requires a combination of resource allocation, curriculum design, and interdisciplinary collaboration. In summary, horticultural therapy demonstrates the potential to be an effective tool for enhancing the subjective well-being of university students, but its successful implementation requires further strategic planning and research.

In the context of a new era and a changing social environment, supported and propelled by advanced technology, numerous new fields and forms have emerged, leading to an increasingly diverse range of employment opportunities and choices for contemporary college students. Simultaneously, the enrichment of talent development programs in higher education and the continuous innovation of teaching models have contributed to the diversification of students’ career choices. Regardless of the complexity of students’ employment behaviors, a fundamental aspiration is driven by the maximization of interest. Here, interests encompass various aspects, including the maximization of material benefits, the embodiment of personal values, the realization of spiritual pursuits, and the continuous broadening of career prospects. This paper aims to explore the career choices of contemporary college students based on the perspective of interest differentiation.

With the rapid development of network technology, college students are increasingly dependent on network technology in their learning process. However, excessive dependence on network technology learning may bring some negative impacts, such as decreased learning effectiveness and thinking, etc. This article explores the reasons and harms of college students’ excessive dependence on network technology learning from the perspective of critical philosophy of technology, and puts forward corresponding countermeasures and suggestions.

At present, the cultivation of college students’ self-education ability is faced with the problems of inappropriate education methods in colleges and universities, the gap between students’ ideals and realities is too big, and the conflict between the internal and external drives of self-education. To achieve the development of college students’ self-education ability, colleges and universities have to innovate the cultivation methods, gather the three-dimensional synergies in and out of the classroom, and reasonably make use of the powerful role of rules and regulations, so that the cultivation of college students’ self-education ability will be effectively assisted.

The college student innovation and entrepreneurship training program is an important way for universities to cultivate students’ innovation literacy and improve their innovation ability, and is an important way to cultivate innovative talents. The college student innovation and entrepreneurship training program requires a student-centered approach, integrating professional knowledge and innovation abilities through students’ divergent thinking patterns, actively carrying out innovation and entrepreneurship training program projects, so that students can continuously improve their practical abilities, enrich their innovation and entrepreneurship experience, and become innovative talents in the country during the project.