Background: The COVID-19 pandemic and the multifaceted response strategies to curb its spread both have devastating effects on mental and emotional health. Social distancing, and self-isolation have impacted the lives of students. These impacts need to be identified, studied, and handled to ensure the well-being of the individuals, particularly the students.Aim: This study aims to analyze the role of coping strategies, family support, and social support in improving the mental health of the students by collecting evidence from post COVID-19.Methods: Data was collected from deaf students studying in Chinese universities of Henan Province, China. A survey questionnaire was designed to collect data from 210 students. Descriptive statistics were calculated using SPSS 21 while hypothesis testing was carried out using Mplus 7.Results: The results demonstrated that family support was strongly positively linked to mental health and predicted coping strategies. The direct relationship analysis showed that coping strategy strongly predicted mental health. Furthermore, coping strategies significantly mediated the relationship between family support and mental health. Additionally, the results highlighted that PSS significantly moderated the path of family support and coping strategies only.Conclusion: Family support and coping strategies positively predicted mental health, whereas, family support was also found to be positively associated with coping strategies. Coping strategies mediated the positive association between family support and mental health. However, perceived family and other support only moderated the relationship between family support and coping strategies.

The present work aims to study the influence of virtual reality (VR) technology on the teaching and curriculum of preschool physical education in colleges and universities and establish a virtual teaching model suitable for the college teaching system. The classroom teaching situation of using VR technology in physical training of preschool education major direction in colleges and universities is investigated using the questionnaire survey and teaching experiment. Firstly, the feasibility of applying VR technology to teaching is proved by analyzing the relevant education theories. Secondly, the experimental research method is designed to verify the application effect of VR technology in teaching behavior. Finally, the collected data is sorted out to judge the methods feasibility. The experimental results demonstrate that 88.0 of the respondents are curious about the application of VR, and 88.6 of the respondents can accept the application of VR in sports dance teaching. Besides, 89.1 claimed that VR technology could enhance students understanding of knowledge, and 93.0 thought that VR applications would not interfere with teachers explanations. In addition, 80.0 thought that virtual teaching could stimulate students interest in learning, 75.0 said that VR application could attract students attention, and 63.0 believed that VR application could improve learning efficiency. The preliminary investigation suggests that introducing VR technology can reduce the work intensity of teachers, and the students participating in the survey are optimistic about the application of VR technology in preschool physical education. The formal test based on a t-test indicates that the average score of the experimental group is 3.18 points higher than that of the control group, and there are significant differences in technology between the control group and the experimental group. VR technology can improve students technical level, enhance self-confidence, and improve students grades. To sum up, this study provides a reference for developing virtual teaching mode and applying VR technology to physical education.

The impact of the professional learning community on teachers’ professional development has been studied in different contexts. However, the number of studies on the voices of secondary teachers in Malaysian Independent Chinese Secondary Schools [MICSS) needs to be more detailed. This study aimed to investigate how teachers in MICSS view the impact of the Professional Learning Community (PLC) on their professional development. Data for this study was collected using semi-structured interviews with eight MICSS teachers selected from two different-scale MICSSs. The patterns were analyzed by repetitive data reading, data coding, and theme creation. The findings show that with the help of PLC, MICSS teachers may improve their professional development more effectively, particularly in enhancing their knowledge of their subject, students, effective teaching methodology, and sense of occupational belonging. Moreover, collective learning and classroom observation procedures are the most effective among all the PLC activities in the MICSS context. The findings have practical implications for teachers and trainers to improve teachers' profession by establishing professional learning groups.

Artificial Intelligence (AI) has the potential to transform preschool teacher education, particularly in the domain of health education, yet its effective integration remains underexplored in socioeconomically diverse regions. Understanding the psychological and technical factors that influence AI adoption is essential for improving early childhood education outcomes. This study examines the mediating role of self-efficacy and the moderating effect of technological proficiency in the relationship between AI integration and teaching effectiveness among preschool teachers. A mixed-methods approach was employed, involving 475 preschool teachers from Henan Province, China. Data were gathered using validated survey instruments and semi-structured interviews. The results revealed that AI integration positively influences teaching effectiveness, primarily through increased teacher confidence. Technological proficiency also plays a supporting role in enhancing instructional effectiveness. These findings highlight the importance of targeted training, equitable access to AI tools, and professional development programs that foster teacher readiness and confidence in adopting AI into early childhood education. Keywords: AI integration in education, preschool teacher training, self-efficacy, technological proficiency, teaching effectiveness