On the afternoon of March 20, 2025, as the spring breeze brought warmth and all things flourished, a seminar on curriculum project cooperation between the Department of Educational Psychology of the Faculty of Education and Shanghai Xing'an Adolescent Physical and Mental Health Development Team was held as scheduled in the first-floor meeting room of the Tin Ka Ping College of Education at East China Normal University’s Putuo Campus. Three teachers from the Department of Educational Psychology, including Associate Dean, Professor and PhD Supervisor Jiang Yi, Associate Professor Ma Shufeng, and Associate Professor Ren Huiguang, as well as eight teachers from the Xing'an project team such as Liu Guoxing and Ding Bing, attended the seminar to share curriculum projects and conduct collaborative exchanges.

First of all, Professor Jiang Yi systematically introduced to the attending teachers the academic origin, national policy needs, project content framework, school service cases, and project effects of the Learning Ability Assessment and Improvement Project. Teachers from the Xing'an project team raised questions about this project and conducted in-depth exchanges with Professor Jiang. Teacher Guan Yu from the Xing'an project team also shared the Xing'an Character Education Project - School Service Cases of Adolescent "Internal Motivation" Courses.

Subsequently, the two teams conducted full and pragmatic discussions on the specific implementation content and related needs of the first and second phases of the already agreed "Adolescent Physical and Mental Health Curriculum Development Project" cooperation, and reached a number of cooperation consensus. This seminar has laid a solid and pioneering foundation for the two teams to substantially launch project cooperation.

Guided by practical problems and focusing on the specific needs of adolescent learning ability improvement and character development, this seminar enabled the university research team and frontline educators to carry out down-to-earth dialogues. Through policy interpretation, case mutual learning and phased task decomposition, the two sides promoted the smooth connection of curriculum development from theory to practice. This cooperation model of "university support + institution implementation" not only provides real-scenario verification for academic research, but also injects professional strength into social services, truly transforming educational achievements into practical tools to support adolescent growth.