ADDRESSING PSYCHOLOGICAL NEEDS AND MENTAL HEALTH: THE EXPLORATION AND PRACTICE OF THE “THREE INTEGRATIONS AND SIX STAGES” TEACHING MODEL IN THE “ROAD TRAFFIC SAFETY LAW” COURSE AT POLICE COLLEGES

Abstract Objectives This study aims to explore and validate the effectiveness of the “Three Integrations and Six Stages” blended teaching model in the “Road Traffic Safety Law” course at police colleges from an educational psychology perspective. The research focuses on the model’s role in alleviating students’ learning anxiety, enhancing psychological resilience, and strengthening professional self-efficacy. Methods This study selected students from a certain academic year at a police college participating in the course were selected as the research subjects, and the “Three Integrations and Six Stages” teaching model was implemented. Guided by the concept of integrating “ideological education, practical combat, and innovation,” the teaching intervention was carried out through the six stages of “guidance, learning, research, training, creation, and evaluation.” Research instruments included pre- and post-course assessments using the Learning Anxiety Scale, the Psychological Resilience Scale, and the Professional Self-Efficacy Questionnaire. Results Reduced Anxiety and Enhanced Psychological Resilience: The structured “Six Stages” teaching process provided students with a clear learning path and scaffolded support, effectively reducing learning anxiety caused by course difficulty and practical combat pressure. Increased Self-Efficacy and Intrinsic Motivation: The integration of “practical combat” and “innovation,” through simulated scenarios, case studies, and innovative tasks, allowed students to continuously experience “small wins,” significantly boosting their professional self-efficacy. Conclusions The “Three Integrations and Six Stages” teaching model is not merely an instructional process design but an educational system aligned with cognitive principles and positive psychology. By reducing anxiety, building support, and providing successful experiences, it effectively cultivates students’ positive psychological qualities. Acknowledgments This research was supported by Teaching Reform Research Project, titled “Research on the Six-Step Blended Teaching Reform of ‘Guidance, Learning, Research, Training, Creation, and Evaluation’—A Case Study of the ‘Road Traffic Safety Law’“(Project No. 202401001697).