A Case Study of Virtual Learning Experiences Enhancing Mental Health Literacy Among Vietnamese Secondary School Students

This study explores the learning experiences of high school students participating in a mental health literacy (MHL) education program implemented within a Virtual Learning Environment (VLE) in Vietnam. Using Colaizzi’s descriptive phenomenological method, the research aims to elucidate how students perceive, feel, and interpret their learning experiences regarding mental health (MH)in a digital context. Data were collected through semi-structured interviews with eight students who had completed an eight-week online course on school-based MH education. The findings reveal a four-stage transformative process: (1) vague initial perceptions and stigma towards MH topics; (2) a sense of psychological safety fosteredby the friendly, non-judgmental VLE; (3) the development of self-care and emotional regulation skills; and (4) a transformation of positive attitudes, manifested through empathy, acceptance, and a desire to disseminate MH understanding to peers. The study affirms that VLE is not merely a technological tool but also a socio-learning space where students can engage in reflection, self-awareness, and healthy emotional development.