SYNERGIZING MINDS: INTEGRATING IDEOLOGICAL AND POLITICAL EDUCATION WITH ENGINEERING COURSES FOR INNOVATIVE PEDAGOGY

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Published: Apr 10, 2024
DOI: https://doi.org/10.5281/zenodo.10953552
Keywords:
Ideological and political education, professional courses, integration, higher education, moral development
Issue
Vol. 12 No. 2 (2024): April-June
Section
Articles

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Hua Zhang Yang
School of Computer Engineering, Hubei University of Arts and Science, Xiangyan, China

Abstract

In recent years, China has witnessed a significant strengthening of ideological and political work in higher education institutions, emphasizing the integration of ideological and political education with professional courses. This integration represents a strategic approach to nurture virtuous individuals in the new era. By aligning various courses with the principles of ideological and political theory, a synergistic effect is aimed for in higher education. The introduction of pilot teaching activities that integrate ideological and political courses with professional courses marks a bold and innovative endeavor. It departs from traditional teaching methods for ideological and political courses, transforming them from a one-dimensional approach to a more holistic and multidimensional educational experience. This shift is intended to make ideological and political education more approachable and relevant, creating a harmonious coexistence and resonance within the educational community. By aligning professional and ideological and political teaching in the same direction, a synergistic effect is anticipated, fulfilling the fundamental mission of moral education and character development. This paper explores the implications and outcomes of this integrated approach, shedding light on the evolving landscape of ideological and political education in Chinese higher education institutions

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Yang, H. Z. (2024). SYNERGIZING MINDS: INTEGRATING IDEOLOGICAL AND POLITICAL EDUCATION WITH ENGINEERING COURSES FOR INNOVATIVE PEDAGOGY. International Journal of Current Educational Practice, 12(2), 44–57. https://doi.org/10.5281/zenodo.10953552

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