Leveraging Academic Library Services for Psychological Education Management: Enhancing Student Engagement and Mental Health

Abstract The rising prevalence of mental health challenges among students underscores the necessity of developing strategies that combine academic support with psychological education management. This research examined the contribution of academic library services to student interaction and psychological wellbeing. The Library-Assisted Psychological Education Management (LAPEM) approach represents a structured utilisation of library resources, encompassing digital collections, tailored learning materials, and interactive workshops, designed to enhance psychological education. LAPEM functions through data collection, where information on students’ learning behaviours, library usage patterns, and psychological self-assessments is recorded. These datasets were processed using Z-score normalisation and winsorisation techniques. To address predictive needs, the study employed a deep learning (DL) architecture, specifically the Synergistic Fibroblast Fine-Tuned Single Hidden Layer Based Feedforward Neural Network (SF-SHL-FNN), aimed at estimating students’ psychological risk levels and proposing appropriate interventions. The model incorporates adaptive feedback, enabling dynamic adjustment of library resource recommendations in line with students’ changing requirements. An experimental evaluation with undergraduate participants revealed that students utilising LAPEM resources, particularly through tutoring, demonstrated greater academic engagement alongside reduced self-reported stress levels. Implementation using Python 3.10 achieved an accuracy rate of 0.962, suggesting that academic library services can operate as an effective, technology-driven mechanism for psychological education management. This framework offers a scalable and targeted intervention model, aligning educational resources with mental health support to simultaneously promote academic performance and emotional wellbeing.