Capacity Building and Reshaping of University Teachers’ Roles in Psychological Education from the Perspective of “Sanquan Education”

© 2026 by the Authors. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution -Noncommercial 4.0 International License (CC BY-NC 4.0) ( https://creativecommons.org/licenses/by-nc/4.0/ )

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Abstract

As the “Sanquan Education” concept transitions into practice, psychological education plays a foundational role. Nevertheless, university faculty currently encounter challenges including unclear role cognition, ambiguous rights and responsibilities, and insufficient relevant capabilities in psychological education work. To address these challenges, this study proposes a role differentiation model categorizing faculty into three core agents—professional course teachers, counselors, and class teachers—with distinct leading, interactive, and collaborative functions in psychological education. Based on this framework, the paper further develops a competency system tailored to different roles, aiming to provide actionable recommendations for enhancing systematic, specialized, and effective implementation of psychological education in universities.

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