Research on Ideological and Political Teaching Reform of Intercultural Communication Course from the Perspective of Global Governance Talent Cultivation
Jul 2026· World Journal of Education and Humanities· Vol 8, pp. p43· 0 citations
Abstract
This study, oriented toward Global Governance Talent Cultivation and taking the Intercultural Communication course for Teaching Chinese to Speakers of Other Languages (TCSOL) majors as its subject, explores the teaching reform pathway for the synergistic enhancement of Curriculum Ideological and Political Education and professional competence. By systematically sorting out the curriculum ideological-political resource mapping, the study constructs a course mapping system centered on the “Four-in-One” educational objectives of “international vision, patriotic sentiment, professional competence, and sense of responsibility.” It integrates project-based teaching, scenario simulation and case study, and blended online-offline teaching methods, and establishes a diversified evaluation system combining process-oriented and outcome-based assessment. The findings indicate that excavating ideological-political elements from the internal logic of professional knowledge and bridging course instruction with professional qualification assessment can effectively achieve the organic integration of value shaping, knowledge transmission, and competence cultivation, thereby providing a replicable paradigmatic reference for the ideological-political teaching reform of similar intercultural courses.
This article, based on an analysis of the definitions of the concept of “national self-awareness” proposed by Chinese and foreign scholars, clarifies the essence of the formation of national self-awareness among mas-ter’s degree students. The necessity of this process is revealed from the perspective of fulfilling the fundamen-tal task of moral education and character cultivation, promoting the high-quality development of the Foreign Language discipline as well as preparing multidisciplinary specialists in the field of foreign languages. As de-duced from five key directions – establishing a system of ideological and political education within academic courses, optimizing the learning guides system, improving the teaching staff qualification, implementing a mul-ti-option talent cultivation model, and forming an academic system – the author proposes the construction of a coordinated, interconnected, and effective path for the formation of national self-awareness.
Yanchun Liu· Общество социология психолог...· 0 citations
Based on the new demands for management accounting talents in the construction of ideological and political education integrated into courses and high-quality development, this paper investigates the integration path and practical strategies for management accounting teaching reform, addressing problems such as the lack of social responsibility and professional ethics education in traditional teaching, and students' tendency to prioritize profit over responsibility in decision-making. The study reconstructs the "three-dimensional" teaching objectives of knowledge, ability, and value, designs dual modules of "social responsibility cost management" and "professional ethics conflict decision-making", and adopts contextualized teaching methods such as ethical debate and role-playing to promote the organic integration of ideological and political elements into professional teaching. Practice has shown that the reform significantly improves students' consideration rate of social responsibility costs and their ability to identify ethical conflicts, effectively promoting the coordinated development of knowledge impartation, ability cultivation, and value shaping. It provides an operable solution for cultivating management accounting talents with both moral integrity and financial acumen.
Yajing Shi· Journal of Education and Edu...· 0 citations
The digital transformation of education presents unprecedented opportunities for advancing the ideological and political construction of curricula across higher education institutions in the western regions of China. However, current pedagogical practice continues to encounter several substantive difficulties, including the fragmentation of ideological and political teaching resources, the superficial integration of professional content with ideological and political elements, and the absence of objective, data-driven mechanisms for evaluating the internalization of values among learners. To address these critical challenges, this study introduces knowledge graph technology and ontology construction methodology, proposing a dual-drive ontology model that integrates disciplinary knowledge with ideological and political dimensions. This model aims to achieve semantic representation and deep structural association of implicit ideological and political elements embedded within course materials. The research establishes systematic labeling norms for ideological and political elements through the Delphi method, constructs a domain knowledge graph encompassing core legal concepts and value dimensions, and designs a semantic association mechanism for integrating multi-source educational resources. On this foundation, a sixteen-week quasi-experimental study was conducted to evaluate the effectiveness of the proposed model. The results demonstrate that the model significantly reduces students' cognitive load during learning. Furthermore, the experimental group outperformed the control group in both knowledge transfer ability and value recognition, confirming the model's efficacy in enhancing the quality of ideological and political education through digital transformation.
Under the requirements of moral education and the comprehensive reform of “three-pronged education”, collaborative education has become a central path for improving the pertinence, effectiveness, and attractiveness of ideological and political education for college students. Current practice still faces insufficient subject coordination, fragmented fields, scattered resources, unsmooth mechanisms, solidified practice models, and difficulty in quantitative evaluation. Based on system theory, synergy theory, and ideological and political education theory, this study reconstructs the logic of practice-oriented ideological and political education with full participation, whole-process integration, full coverage, and all-element collaboration. It analyzes the collaborative mechanisms among universities, governments, enterprises, communities, and families, and proposes a five-in-one practice model covering classroom teaching, campus culture, social practice, cyberspace, and community-family participation. A multidimensional evaluation system is further built to measure ideological guidance, value shaping, practical development, growth progress, and collaborative support. The model can be extended to wireless-networked education platforms and electromagnetic-compatible digital interaction spaces used in smart campuses.
Ideological and Political Theory (IPT) courses stand as the core curriculum to fulfill the fundamental mission of fostering virtue through education, and a high-quality cohort of IPT teachers serves as the foundational backbone for delivering effective IPT teaching and cultivating young talents tasked with national rejuvenation. Since the launch of the New Era, the Communist Party of China (CPC) and the Chinese government have placed unprecedented emphasis on the development of IPT teaching teams and released a suite of policy documents to orient team building. However, the construction of such teaching teams is still plagued by practical challenges: inadequate coordinated improvement of teachers’ political literacy and professional capabilities, fragmented integrated development across primary, secondary and tertiary education, and defective teacher training and cultivation mechanisms. Against the backdrop of advancing China’s strategy of building a powerful nation through education, this study draws on existing academic literature and questionnaire survey data, employing literature analysis and systematic analysis as core research methods. It elaborates on the intrinsic connotations and value implications of constructing high-quality IPT teaching teams in the New Era, identifies prominent bottlenecks obstructing team development, and puts forward targeted optimization strategies from four dimensions: political guidance, comprehensive competency upgrading, cross-stage integrated development, and institutional system improvement. This research intends to facilitate high-quality development of IPT teachers and furnish robust talent support for nurturing young generations who can shoulder the historic mission of rejuvenating the Chinese nation.
Danchao Xu· International Journal of Soc...· 0 citations
Current Chinese history education faces problems including weak connection between ideological and political education and professional teaching, insufficient integration of theory and practice, and limited development of students’ comprehensive qualities. This paper constructs a three-in-one collaborative education framework that organically integrates ideological and political education in courses with industry-education integration. The Delphi method is used to establish the educational goal system, and the Analytic Hierarchy Process is applied to build a three-level evaluation model covering ideological-political, professional, and practical dimensions, with weights of 0.35, 0.38, and 0.27, respectively. A two-year teaching experiment involving 240 students from 12 universities is conducted using a three-stage teaching model of ideological-political guidance, professional deepening, and practical transformation. A university-enterprise collaborative platform is also established, and 24 industry training projects are developed. Results show that the experimental group improves by 43.8% in cultural confidence perception, 41.0% in historical material interpretation ability, 49.3% in innovative output, and from 0.58 to 0.89 in professional skills mastery, verifying the model’s effectiveness.
