Reform Practices and Developmental Pathways of Literary Education in Higher Vocational Colleges Under the Drive of Information Technology in the New Era

Research on the Integration Path and Practice of Philosophical Thinking in Higher Vocational Ideological and Political Education

This paper addresses problems in ideological and political education in higher vocational colleges, including abstract theoretical content and weak connection with professional practice. It proposes a “three-dimensional progressive” integration path that embeds philosophical thinking into the teaching process. Taking the characteristics of different majors into account, course content is reconstructed through modular design; the teaching process is reorganized through contextualized tasks, problem creation, and scenario construction; and the evaluation system is transformed into a diversified system combining process evaluation, work evaluation, and developmental evaluation. Experimental research in two higher vocational colleges shows that this path significantly improves students’ critical thinking disposition. The experimental group achieves a mean gain of 43.1 points on the CTDI-CV, increasing from 258.3 to 301.4, and significantly outperforms the control group. The effect size reaches Cohen’s d = 1.32. The path also improves learning experience, with teaching satisfaction reaching 4.4 out of 5, and promotes consistency between value identification and behavioral intention.

Digital Empowerment for the Teaching Reform of Ideological and Political Courses: Concrete Teaching Paths and Effect Evaluation of Theories of Socialism with Chinese Characteristics

Digital teaching reform requires an evaluation framework capable of transforming abstract instructional content into interactive, measurable, and data-driven learning processes. This study constructs a digital-empowerment teaching system integrating virtual simulation, intelligent interaction, learning-process data acquisition, and effect evaluation. Based on the adaptation principle of cognitive law, theoretical logic, and technical characteristics, a four-stage teaching path is designed, including digital resource integration, immersive scene construction, intelligent interaction deepening, and practical transformation empowerment. Questionnaire surveys, interviews, classroom observations, and a two-year empirical study are used to evaluate implementation effects. The results show that the experimental teaching path improves knowledge mastery by 39.7%, ability development by 42.4%, and value recognition by 36.8%, while the overall satisfaction of teachers and students reaches 93.2%. The proposed system provides a data-supported digital teaching model and offers methodological references for virtual simulation, intelligent interaction, and educational information-system evaluation. The constructed digital teaching system can connect engineering education with grassroots health service scenarios such as rural elderly care, enrich the carrier of soul-shaping education for biomedical engineering students.

Research on Innovative Implementation Pathways of Ideological and Political Education in Junior Colleges under the Background of Industry-Education Integration

With the rapid expansion of industry-education integration in vocational education, ideological and political education in junior colleges must move beyond single-channel classroom delivery and become embedded in school-enterprise collaborative training systems. This study uses questionnaires, interviews, and structural equation modeling to examine the current status and innovation pathways of ideological education in junior colleges under industry-education integration. The results show that current practice is limited by weak practical relevance, insufficient student engagement, and incomplete institutional mechanisms. The depth of school-enterprise collaboration and the degree of enterprise culture penetration are found to be the strongest drivers of improved educational outcomes. Three implementation models are identified: curriculum-based ideological education integrated with workplace practice, dual-mentor collaborative instruction, and enterprise-context immersive education. These models outperform conventional approaches and provide empirical references for systematic educational innovation. The study also highlights the need for digital platforms and data-supported evaluation in collaborative vocational education systems.

Adapting to Technological Tides: A Study on the Evolution and Enhancement of Vocational Education Teachers’ Competence in China

Digital Reform of College English Curriculum under the Background of New Liberal Arts Construction—Guided by the Integration of "Technology + Humanities"

Under the background of new liberal arts construction, English majors in universities need to integrate interdisciplinary thinking, strengthen value guidance, and adopt digital technologies. This paper addresses problems in the current curriculum system, including superficial technology application, weakened humanistic content, and mismatch with new talent-development requirements. A digital curriculum reform scheme guided by the deep integration of “technology + humanities” is proposed. The study first analyzes the necessity and core concepts of reform, and then constructs a three-dimensional framework consisting of a bottom-level technology support layer, a curriculum content reconstruction layer, and a teaching practice innovation layer. A one-semester teaching experiment is conducted using learning analytics, multimodal corpus construction, and blended learning model reconstruction. Results show that the reformed curriculum system significantly improves students’ comprehensive language application ability, with the experimental group scoring 12.5 points higher than the control group. Critical thinking scores increase by 18.3%, and cultural confidence and ideological education-related questionnaire dimensions increase by 22.7%.

Research on teaching reform strategies of moral education classroom in secondary vocational schools under the new media environment

The popularization of new media technologies has reshaped the cognitive patterns and growth environment of secondary vocational school students, and also posed brand-new challenges to the teaching mode, content carriers and education logic of traditional moral education classrooms in secondary vocational schools. As a core course for implementing the fundamental task of fostering virtue through education and cultivating high-quality technical and skilled personnel, moral education in secondary vocational schools urgently needs to advance teaching reform in adaptation to the characteristics of new media communication. Based on the vocational and practical education characteristics of secondary vocational education, this paper analyzes the practical significance of new media enabling moral education teaching in secondary vocational schools, sorts out four core dilemmas existing in current classroom teaching: lagging concepts, rigid content, single form and weak teaching faculty, and puts forward concrete and implementable reform paths from four dimensions: resource reconstruction, classroom empowerment, evaluation innovation and teacher quality improvement. It aims to solve the problem of insufficient effectiveness of traditional moral education teaching, promote the transformation of moral education classrooms in secondary vocational schools from one-way indoctrination teaching to immersive, interactive and normalized education, and effectively improve the ideological and moral literacy and professional humanistic literacy of secondary vocational school students.