From Screens to Self-Reflection: Mental Health Apps as Catalysts for Student-Teacher Self-Awareness

Abstract

The rapid digital transformation in education offers both significant opportunities and complex challenges for teacher training, especially regarding the mental well-being and self-awareness of student-teachers. This paper examines the potential of mental health applications as catalysts for promoting self-awareness, reflective practice, psychological well-being, and professional development among pre-service teachers. Digital tools supporting mental health offer scalable, accessible ways to foster psychological well-being, manage stress, and improve emotional regulation (Neagu & Vieriu, 2025). Studies show that technology-based interventions can deliver effective and affordable mental health support, increasing access to services, particularly for those unable to attend traditional in-person therapy (Sun, 2023). Yet, integrating MHapps into teacher education faces several hurdles. Key issues include concerns over data privacy and security, as MHapps often collect sensitive personal information (Khan et al., 2023; Lupton, 2021). Additional challenges involve the quality and accuracy of app-provided information, risks of digital dependence, and ensuring equitable access for all student-teachers (Sun, 2023). Ethical considerations—such as transparent data use policies and the need for international quality standards—are critical for addressing these risks (Khan et al., 2023). This paper contends that while MHapps can greatly improve student-teachers' self-awareness and well-being, their effective integration requires careful attention to these challenges, along with a commitment to ethical oversight, pedagogical embedding, and strong data protection measures.