A Study on the Challenges Facing Young Teachers of Ideological and Political Education in Higher Education Institutions in Ethnic and Frontier Regions, and Pathways for Enhancing Their Teaching Capabilities

Abstract

Higher education institutions in ethnic and frontier regions bear the special mission of fostering virtue and nurturing talent, promoting social harmony, and strengthening the sense of a shared national community through their ideological and political education courses. Whilst the recruitment of highly qualified young lecturers has injected new vitality into these courses, there remains a structural gap between their teaching capabilities and the specific educational needs of these frontier regions. This paper focuses on this specific demographic, analysing the core challenges they face, which include a lack of localised adaptation in theoretical teaching and notable practical shortcomings in the design and implementation of practical teaching modules. The study elucidates the underlying causes of these multifaceted challenges from three distinct analytical levels: the individual teacher level, the institutional organisation level, and the broader socio-institutional environment level. Furthermore, it proposes a comprehensive, three-pronged improvement pathway comprising individual empowerment, targeted institutional support, and robust institutional safeguards. This strategic framework aims to forge a high-calibre team of ideological and political education teachers perfectly suited to the unique needs of frontier regions. Ultimately, these targeted interventions will significantly enhance the overall relevance, pedagogical effectiveness, and long-term societal impact of these crucial educational courses for students in the western regions of China.