Impact of digital transformation on K-12 student mental health across educational systems: A comparative study between China and the United States

• In Event: Digital-age education implications on student mental health, absenteeism, and citizenship, in China, Hong Kong, Japan, and the United States

Proposal

The digital age has brought transformative changes in various sectors, and education is no exception. As technology continues to reshape educational landscapes, it becomes increasingly vital to comprehend how these advancements influence students' mental health. This research paper aims to explore the impact of educational digital transformation on the mental health of K-12 students, focusing specifically on the educational systems of China and the United States.
This study adopts a mixed-methods approach, integrating both quantitative and qualitative data, such as mental health statistics and student performance metrics, with qualitative insights derived from interviews with educators, students, and mental health professionals. By comparing the approaches within these two distinct educational contexts, identifying both challenges and opportunities presented by digitalization in education. It includes a comprehensive review of existing literature by analyzing educational frameworks, digital learning implementations, mental health resources, and policies from the national education departments of both countries. These elements have been pivotal in understanding the broader context of digital transformation in education.
The paper is structured to address several critical questions: How has the COVID-19 pandemic exacerbated mental health issues for K-12 students in China and the United States? What are the differences in online and digital mental health resource access between China and the United States? The pandemic has accelerated the shift to digital learning, often leading to increased isolation and anxiety among students. Another key question examines how the digital transformation of education, particularly through the widespread adoption of online learning platforms, has influenced student engagement and socialization. The research compares the different strategies employed by China and the United States to maintain student engagement in a digital environment, considering the cultural and systemic differences that shape these approaches. These questions are critical for understanding the multi-dimensional impacts of digitalization on student mental health and for identifying best practices that can be leveraged across different educational systems.
By synthesizing insights from both Chinese and American perspectives, the research intends to inform future educational policies and practices and to balance technological advancements with the holistic well-being of students. Through an in-depth review of existing literature and an analysis of various educational reports and policies, this research provides insights into the multifaceted impact of digital transformation on student mental health. By answering the questions outlined, the study aims to contribute to the ongoing discourse on educational digitalization and offer practical recommendations for educators, policymakers, and stakeholders invested in the future of K-12 education. Ultimately, this research strives to promote a more supportive and inclusive educational environment amidst the rapid digitalization of the world.

Author

• Ziyue wang, Stanford University