In response to the increasingly severe mental health crises and loss of meaning among adolescents, this study first analyzes the fundamental dilemma of the current education system: its overemphasis on exam-oriented competition hinders the cultivation of students' "life consciousness." The study proposes life and death education as a core approach, arguing that awakening life consciousness and cultivating psychological resilience at their source are key to achieving core competencies and preventing suicide crises. The awakening of "life consciousness" can provide the deepest internal motivation for developing the core competencies advocated by the Ministry of Education. This facilitates a shift from viewing them as external requirements to recognizing them as internal needs. On a practical level, the paper constructs a "three-stage, spiraling-up model for adolescents' exploration of life's meaning." This model provides a framework that is both theoretical and operational for implementing integrated life education across primary, secondary, and higher education. The study concludes that the educational paradigm should shift from reactive crisis intervention to proactive cultivation of competencies. Ultimately, this leads to a new educational ecosystem characterized by "teaching for life and moving toward life."