Research on the Development of High-Quality Teachers for Ideological and Political Theory Courses in the New Era

Abstract

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.