https://ojs.sgsci.org/journals/jissh <p><em><strong>Journal of Integrated Social Sciences and Humanities</strong></em> (JISSH) is a multidisciplinary platform dedicated to the exploration and dissemination of innovative research at the intersection of social sciences and humanities. With a focus on interdisciplinary collaboration, JISSH aims to foster a vibrant scholarly community that engages with complex societal issues through an integrated lens, encompassing diverse perspectives from the fields of sociology, anthropology, psychology, history, literature, philosophy, and related disciplines.</p> <p>The journal provides a comprehensive platform for scholars, researchers, and practitioners to publish and access high-quality, original research that transcends traditional disciplinary boundaries. JISSH welcomes contributions that address critical social and cultural phenomena, historical developments, philosophical inquiries, and contemporary human experiences, offering a forum for rigorous academic inquiry and intellectual exchange. <strong>ISSN(Online): 3041-069X</strong></p> Global Science Publishing en-US Journal of Integrated Social Sciences and Humanities 3041-069X https://ojs.sgsci.org/journals/jissh/article/view/571 <p>With the continuous improvement of China’s education system, senior high school art appreciation courses have increasingly demonstrated their prominent role in cultivating students’ artistic perception, aesthetic literacy, and mental health. As an interdisciplinary field exploring how colors influence human emotions, cognition, and behaviors, color psychology provides a brand-new teaching perspective and scientific support for senior high school art appreciation courses. By systematically sorting out the core theories of color psychology, this paper conducts an in-depth analysis of its application value in senior high school art appreciation courses, constructs diversified application strategies combined with teaching practices, and explores a scientific teaching evaluation system. It aims to provide theoretical references and practical approaches for optimizing the teaching mode and improving the teaching quality of senior high school art appreciation courses, so as to facilitate the all-round development of students’ artistic literacy and mental health.</p> Yan Liu Jinglang Tan Copyright (c) 2026 Journal of Integrated Social Sciences and Humanities 2026-02-02 2026-02-02 0002 0002 10.62836/jissh.v3i1.0002 https://ojs.sgsci.org/journals/jissh/article/view/564 <p>With the explosive development of Generative Artificial Intelligence (GenAI), the mathematical teaching paradigm in higher vocational education is undergoing an unprecedented restructuring. As the cornerstone of core competencies, mathematical literacy exhibits new characterizing dimensions in an AI-empowered environment. Based on the characteristics of mathematics as a discipline, this study constructs the “ABCE” analytical framework encompassing Affective Experience, Behavioral Engagement, Cognitive Criticism, and Ethical Awareness. Through an empirical investigation of 1,086 students from a high-level applied university in China, utilizing correlation, ANOVA, and cluster analysis, the findings indicate that students demonstrate an imbalanced profile of “high affective identification, moderate ethical awareness, and low behavioral efficacy.” Mathematical foundation and technology acceptance are the core drivers of literacy divergence, and a significant contradiction exists between “cognitive inertia” and “tool dependency.” Based on these findings, four typical learner profiles are identified, and a stratified pedagogical intervention strategy focusing on the deep integration of “Human-AI-Teacher” is proposed to provide theoretical support and empirical evidence for the reform of mathematical evaluation in vocational education.</p> Xuezhen Liang Dongping Wei Xinyue Zhang Le Zhang Huali Chen Copyright (c) 2026 Journal of Integrated Social Sciences and Humanities 2026-01-12 2026-01-12 0001 0001 10.62836/jissh.v3i1.0001