Research on the Training Model for Geographical Science Professionals Oriented Towards Students' Psychological Willingness and Self-Development: Based on a Four-Dimensional Perspective

Abstract Background Geography science is a highly applied discipline that plays a crucial guiding role in addressing major issues currently faced by humanity, such as population, resources, environment and development (PRED). Traditional geography education places emphasis on cultivating the ability to solve comprehensive geographical problems, but it lacks in terms of students' psychological willingness to learn and their self-development capabilities. Moreover, students' psychological willingness to engage with health-geography intersections and their self-development capacities are often overlooked in curriculum design. Purpose This research aimed to develop an innovative training model that cultivates geographical science professionals equipped to tackle psychological health challenges through spatial analysis and interdisciplinary collaboration. Centered on student psychological readiness and self-actualization, the model seeks to produce graduates capable of analyzing social determinants of psychological health, mapping disease patterns, and designing geographically-informed prevention strategies, thereby bridging the gap between geographical science and public health practice. Methods Based on comprehensive surveys of 320 geography undergraduates' psychological willingness and self-development needs at Suzhou University, the study implemented a mixed-methods approach combining questionnaires, focus groups, and curriculum mapping. The study systematically evaluated students' anxiety levels, career aspirations in health geography, and readiness for interdisciplinary learning. The intervention involved redesigning core courses, establishing psychological health for fieldwork, and embedding mental health support mechanisms throughout the program. Results The study constructed a “Morality-Foundation-Ability-Teaching” four-dimensional system specifically tailored for comprehensive analysis applications. The model produced notable achievements: (1) “Morality” dimension integrated professional ideological education and course-based ideological education for establishing the educational philosophy of “cultivating virtue and educating people”; (2) “Foundation” dimension strengthened professional and skill foundation; (3) “Ability” dimension developed interdisciplinary competencies through collaboration with other disciplines, has cultivated interdisciplinary comprehensive capabilities, which are utilized to address practical application-based comprehensive problems; (4) “Teaching” dimension transformed assessment from knowledge recall to competency-based evaluation of health-geography analytical skills. Conclusion This comprehensive problem-solving ability-oriented training model provides crucial guidance for geographical science education reform while offering a replicable framework for other institutions. By prioritizing both disciplinary excellence and psychological wellbeing, the model effectively prepares professionals who can advance comprehensive talent through innovative spatial solutions. The integration of mental health education proved essential in building student resilience necessary for addressing complex health disparities. This comprehensive approach successfully nurtures well-rounded geographical science professionals equipped with robust psychological health knowledge, advanced spatial analytical capabilities, and the psychological fortitude to make meaningful contributions to public health practice.