Research on the Reform of Mental Health Education and Teaching to Enhance the Professional Identity of Teacher Training Students in Higher Education Institutions

Abstract

The professional identity of pre-service teachers plays a pivotal role in shaping their career commitment, motivation, and long-term retention in the teaching profession. Concurrently, psychological well-being is increasingly recognized as a critical factor influencing identity formation, emotional resilience, and adaptive coping during teacher education. This review synthesizes current research on the interplay between professional identity and mental health among pre-service teachers, identifying key individual, educational, and social factors that impact identity development. The discussion highlights common psychological challenges, including stress, anxiety, cognitive overload, and emotional labor, and explores protective resources such as self-efficacy, social support, mindfulness, and positive psychology interventions. Reform strategies are examined, emphasizing curriculum integration of mental health education, pedagogical innovations such as reflective and experiential learning, and supportive practicum structures. The review further outlines implications for higher education institutions, including the creation of holistic psychological support ecosystems, identity-focused teacher training, and context-specific interventions. Finally, future directions emphasize longitudinal studies, digital and AI-supported reflective platforms, and culturally tailored models to optimize professional identity formation. Overall, the review underscores the necessity of linking mental health education with teacher preparation to foster resilient, committed, and competent educators.