Empowering Minds: Integrating Positive Psychology into Project-Based Learning for Border Area Students in Guangxi

Abstract

This study investigates the integration of Positive Psychology Group Counseling (PPGC) into the Proj - ect-Based Learning (PBL) model in secondary schools in Guangxi's border region. The findings indicate that incorporating PPGC into PBL significantly enhances students' mental health, particularly in stress manage - ment and emotional regulation. The integration also effectively promotes academic achievement by improving students' knowledge mastery, innovation, and collaboration skills. The research underscores the adaptability and potential for broader application of this integrated model in resource-limited educational contexts, pro - viding empirical support for educational reform in similar regions.