The purpose of this paper is to contribute to recent policy initiatives in China advocating the integration of relationship and marriage education into higher education. While these efforts aim to promote respect, responsibility and healthy relational values among young people, existing approaches to intimate partner violence (IPV) prevention remain predominantly grounded in risk reduction and behavioral control. This paper argues that such approaches are insufficient to address the underlying developmental conditions that give rise to IPV. It therefore proposes a shift toward a holistic, development-oriented framework for the primary prevention of IPV among university students.
Adopting a conceptual and practice-informed perspective, this paper draws on insights from educational practice and existing literature to propose a holistic developmental framework. It advances a multidimensional model of the self – comprising the Natural Self, Personal Self, Social Self and Transcendent Self – as a foundation for relationship education.
Prevailing IPV prevention strategies tend to focus on external risk management and short-term behavioral outcomes. In contrast, a developmental perspective highlights the importance of self-awareness, value formation and relational competence as foundational capacities. Educational interventions delivered prior to and/or alongside the early stage of intimate relationships may help young people develop healthier and more comprehensive understandings of love and relationships, offering greater potential for sustainable prevention.
This paper reframes IPV prevention as a process of human development rather than problem control. By proposing an integrative framework of the self and a holistic model of relationship education, it offers a novel conceptual pathway for primary prevention and contributes to ongoing discussions in research, education and policy.
