Research on Teaching Design of Integrating Art Therapy into Interactive Experiential Mental Health Courses for Vocational Undergraduate Education

Abstract

Vocational undergraduate students face dual pressures from skill training and identity recognition, and verbally-dominated mental health courses often encounter obstacles to expression. Art therapy offers an alternative channel for emotional adjustment through non-verbal media. Based on interactive experiential learning theory and from the perspective of integrative logic, this study analyzes the non-verbal mechanisms, media adaptation, and facilitative functions; it extracts three core design elements, namely multimodal task sequences, symbolic embedding, and group dynamics structure; and it constructs a dynamic implementation framework encompassing facilitation techniques, tension regulation, and non-quantitative evaluation. This study provides a process-adaptive teaching design pathway for vocational undergraduate mental health courses.