Integrating Positive Mindfulness in Language Education: A Digital Health Approach to Cognitive and Emotional Development

Abstract

This study examines the integration of positive mindfulness in language education within primary and secondary schools through a digital health perspective, emphasizing the cognitive and biological mechanisms underlying the mind-flow phenomenon. Multi-goal orientation, self-efficacy, interactivity, and presence are identified as critical factors that facilitate the occurrence of mindfulness flow. The study explores how enhanced mindfulness experiences, driven by improved self-efficacy and creativity, promote synergistic neural activity between brain regions, thereby boosting concentration and cognitive function. Biological insights are leveraged to elucidate the mechanisms shaping the mind-flow state, using experience and validity proxy variables to explain its causes and increase learners' willingness to engage in continuous learning. The research constructs a collaborative governance mechanism that integrates diverse stakeholders and solidifies digital health infrastructure to support mental and educational well-being. Findings reveal that 11.21% of participants frequently experienced fully engaged mind-flow during learning, with task feedback receiving a dimension score of 5, highlighting the importance of timely feedback in sustaining engagement. This study underscores the transformative role of digital health technologies in advancing mental health education, emphasizing their potential to foster cognitive and emotional growth in students. The results provide a framework for integrating biotechnology-driven approaches with educational practices, promoting holistic development and scalable innovations in mental health and education systems.