Reforming Formative Assessment in Tourism Management Core Curricula: Integrating Health Knowledge and Public Health Awareness for Biotechnology-Driven Education

Abstract

This study explores the reform of formative assessment methods in the core curriculum of tourism management professional practice by integrating health knowledge and public health awareness. A formative assessment system for practical courses is developed based on the objectives of assessment reform in tourism management, encompassing both extracurricular assignments and classroom evaluations. Using cognitive-behavioral theory as a foundation, the study incorporates mental health education and public health awareness into the curriculum to enhance students' preparedness for public health emergencies and improve their psychological resilience. The core curriculum is enriched with public health psychological education and mental health knowledge, equipping tourism management students with the skills to respond effectively to public health challenges. Results reveal a significant positive correlation (P<0.001) between the SCL-90 scores of tourism management students and traits such as good physical health, psychological quality, adaptability, self-esteem, and willpower. These findings underscore the critical role of individual quality in influencing mental health status and highlight the importance of integrating health-related education into professional practice curricula. This research provides valuable insights for reforming assessment systems in tourism management education, demonstrating the potential of biotechnology-inspired approaches in fostering psychological preparedness and public health awareness. The study offers a framework for improving educational practices and student outcomes in the context of health-oriented professional training.