With the rapid development of society, college students are facing the dual pressure of study and employment, which leads to an endless stream of mental health problems, and has become the focus of society, schools and families. Therefore, it is particularly important to do a good job in college students’ mental health education. College counselors are good teachers and good friends of students. They play an important guiding role in college students’ mental health education. They play an important role in improving students’ personality and mental health. This paper analyzes the advantages of college students’ psychological health education, and puts forward the effective participation strategies of college Students’ psychological health education.

This paper explores the integration of digital technologies and tools in English as a Foreign Language (EFL) learning in Jordanian Higher Education through a qualitative open-ended online survey. It highlights the perceptions of 100 Jordanian EFL instructors, each with a minimum of five years of experience, on the digital transformation in the EFL learning process. The survey, consisting of ten open-ended questions, gathered in-depth insights on the benefits, challenges, and implications of this transformation. Thematic analysis was employed to analyze the qualitative data, revealing varied levels of experience, the use of diverse digital tools, and both technical and pedagogical challenges. Key findings include the positive impact of digital tools on teaching and learning experiences, enhanced student engagement, and opportunities for personalized learning and collaboration. The study concludes that leveraging digital resources can enhance EFL learner engagement and learning outcomes, inform future pedagogical practices, and shape the landscape of digital transformation in EFL Higher Education for years to come.

This study examined the dissatisfaction among Chinese medical students with online medical English courses, which overemphasize grammar yet fail to provide practical opportunities related to medical situations. This study compared co-teaching’s effects, involving native and non-native instructors, with a single-instructor (traditional) model on student satisfaction in online medical English courses. Using a qualitative design, pre- and post-course interviews were conducted with 49 second-year medical students across seven classes, exploring their perceptions of instruction, curriculum, and course satisfaction. The findings indicated that the co-teaching model improved student engagement and satisfaction, not specifically due to the native English-speaking instructor but likely because of the focus on more interactive and discussion-oriented strategies. In contrast, the single-instructor model maintained the traditional grammar-focused instruction, leading to lower satisfaction levels. Both instructional models faced limitations related to their reliance on textbooks for delivering core material needed for the course’s comprehensive exam. These results suggest that the instruction design and approach, rather than the native instructor alone, was the main driver of positive outcomes in co-teaching. The study’s findings suggest a need for curriculum reforms that reduce textbook dependence and incorporate more practical, interactive learning strategies. Future research should consider applying various research techniques, such as mixed-method approaches, longitudinal studies, and experimental designs, to comprehensively assess the long-term effects of instructional strategies and curriculum innovations on student outcomes.

This study explored how facilitation skills—defined as instructional techniques that accurately convey core messages in a trusting relationship and encourage self-directed learning participation among adult learners—affect the effectiveness of learning. The research focused on adult learners enrolled in lifelong education programs at seven universities, including general and vocational colleges in Busan. It aimed to examine the relationships between instructors’ facilitation skills, learner engagement, and learning outcomes, as well as the mediating effect of engagement on these relationships. A total of 213 valid survey responses were analyzed from an initial 215 responses, excluding 2 unsuitable entries. The findings are summarized as follows. First, facilitation skills were found to partially influence learner engagement. Second, learner engagement was shown to affect learning outcomes. Third, facilitation skills were found to have a partial effect on learning outcomes. Fourth, learner engagement partially mediated the relationship between facilitation skills and learning outcomes. Based on these results, this study is expected to contribute to a deeper understanding of the relationship between facilitation skills and learning outcomes in adult learners, providing practical guidelines for enhancing effectiveness in various educational contexts.