<![CDATA[General Background Modern university education requires innovative teaching frameworks to manage individual learning differences and improve student engagement. Specific Background First-year education students frequently face performance declines and diminished optimism in foundational educational psychology courses. Knowledge Gap However, the empirical application of cognitive flow theory within systematic instructional design to address achievement and optimism remains insufficiently explored in higher education. Aims This study evaluates the effectiveness of an instructional design based on cognitive flow strategies in improving achievement and optimistic thinking. Results Quasi-experimental results from 61 students show that the experimental group significantly outperformed the control group in academic achievement and demonstrated marked improvements in optimistic thinking. Novelty A systematic five-stage instructional design integrating task-skill balance and immediate feedback was constructed and tested. Implications Adopting flow-based instructional design creates stimulating learning environments, enhances intrinsic motivation, and fosters positive psychological growth in teacher preparation programs. Key Findings Highlights Implementing cognitive flow instructional design significantly elevates academic achievement in educational psychology. Structured challenge levels and immediate feedback foster student optimism and self-directed learning motivation. Balancing task difficulty with learner skills creates a stress-free environment that drives positive educational outcomes. Keywords : Instructional Design, Cognitive Flow Theory, Academic Achievement, Optimistic Thinking, Educational Psychology]]>
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