Research on Strategies for Promoting College Student Development in the Context of Digital Transformation: A Case Study of Practical Exploration at the Institute of Disaster Prevention

DOI: https://doi.org/10.62517/jmsd.202512525

Author(s)

Chaoyu Chang1,2, Haoyu Li1,2, Feng Qiao1,2,*

Affiliation(s)

1Institute of Disaster Prevention, Sanhe, China 2Key Laboratory of Earthquake Disaster Prevention and Risk Assessment in Hebei Province, Sanhe, China * Corresponding Author

Abstract

Taking the Institute of Disaster Prevention as an empirical case, this study systematically explores the multidimensional challenges and promotion pathways for college student development in a digital environment. The research finds that the digital ecosystem exhibits characteristics of platform diversification and behavioral fragmentation; 82% of courses are conducted via LMS systems, but 47.9% of students exhibit inefficient resource hoarding behavior; the digital literacy of rural students is significantly lower than that of urban students (mean difference 1.83 points, p<0.01). Mental health risks show group differentiation, with economically disadvantaged groups having a 34% lower rate of seeking psychological help; 18% of students equate social media likes to a measure of self-identity. Structural imbalances in academic ability manifest as 37.2% of students experiencing a decline in independent problem-solving skills; in social scenarios, 41% of students show weakened offline conflict resolution abilities. To address these issues, an innovative "Technology-Humanities-Institution" three-dimensional collaborative strategy is constructed: establishing lightweight technological responses through dynamic threshold academic early warning and open-source emotional chatbots; embedding digital ethics and disaster scenario visualization training into professional courses to achieve educational contextualization; leveraging "Screen-Free Day" wilderness exercises and paper-based growth handbook certification to improve institutional safeguards. After one year of implementation, the timeliness of identifying psychological crises improved by 66.7%, and the help-seeking rate among economically disadvantaged groups rose by 56%; the direct AI citation rate in course assignments dropped to 5.7% (p<0.001); decision-making error rates in emergency drills decreased by 35%. This practice provides a replicable, resource-intensive educational model for similar institutions.

Keywords

Digital Education; Mental Health; Academic Development; Social Competence; Lightweight Strategy

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