Research on the Integration Path of Ideological and Political Education, College Students’ Psychology, and Innovation and Entrepreneurship Education under the Guidance of Cultural Confidence in Universities
Aug 2026· Advanced Electromagnetics· 0 citations· 12 references
Abstract
The independent operation of ideological and political education, mental health education, and innovation and entrepreneurship education in universities leads to fragmented educational goals and weak collaborative effects. To address this problem, this study constructs a three-dimensional integrated theoretical framework guided by cultural confidence and designs an operational path of “curriculum integration-practical linkage-faculty collaboration.” The framework integrates value guidance, psychological development, and practical innovation into a unified education system. A quasi-experimental design, action research, and mixed-methods evaluation are used for empirical testing. The results show that students in the experimental group achieved significantly greater improvement in cultural confidence than those in the control group, with an effect size of 41.7%. Their psychological resilience and innovation efficacy also improved substantially, and innovation performance in practical projects was significantly higher. The findings demonstrate that the proposed integrated path can effectively address educational fragmentation and promote coordinated development of value identity, psychological quality, and innovation competence in higher education.
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.
In the new era, high-quality employment is an important lever for talent cultivation, social stability, and national strategic development. Ideological and political education and student employment guidance share educational goals, complementary content, and interconnected carriers, making their deep integration both necessary and feasible. This study analyzes current problems in universities, including superficial integration, fragmented content, separated teaching teams, single practical models, and formalized evaluation. Based on surveys, interviews, case analysis, and interdisciplinary theory, it constructs an integrated employment-education framework that combines value guidance, career planning, professional ethics, psychological support, and practical job-search ability. The proposed model promotes collaboration among ideological teachers, counselors, employment mentors, professional teachers, and enterprise mentors. The study provides practical pathways for correcting utilitarian employment cognition, improving career resilience, and serving regional and national talent strategies. It also supports platform-based collaborative governance and data-driven assessment in university employment-guidance systems.
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.
The educational concept of “Simultaneous Promotion of Five Educations” provides a new direction for the reform of college art education. Its core lies in organically integrating moral, intellectual, physical, aesthetic, and labor education into the whole process of art teaching and forming a collaborative education mechanism. This study constructs an art education system integrated with ideological and political elements and evaluates the effects of integration practice in 12 colleges and universities using empirical analysis. The results show that the deep integration of ideological and political elements with art education significantly improves students’ comprehensive literacy. Value recognition increases by 37.6%, innovation ability improves by 42.3%, and social responsibility strengthens by 35.8%. The integration practice should be promoted collaboratively from the dimensions of curriculum system reconstruction, teaching method innovation, and evaluation mechanism optimization. Practical verification in applied fields such as textile art design confirms the effectiveness of the model. The study provides a feasible path for reforming college art education in the new era and supports coordinated cultivation of artistic competence, cultural confidence, practical ability, and social responsibility.
Guided by the fundamental task of cultivating morality and nurturing talents, ideological and political education in universities and psychological counseling for college students’ employment are important components of talent cultivation. The two systems are inherently compatible and complementary, jointly serving the goal of cultivating wellrounded socialist builders and successors. With intensifying employment competition, college students frequently experience employment-related psychological problems such as anxiety, inferiority, procrastination, avoidance, and frustration, which affect employment quality and physical and mental health. Ideological and political education provides value guidance, responsibility consciousness, and cognitive foundations for employment psychological counseling, while employment counseling focuses on regulating psychological states, strengthening psychological resilience, and improving job-seeking ability. This study analyzes the collaborative value, current difficulties, and operational logic of integrating these two systems from the perspective of moral education and talent cultivation. It constructs a full-chain collaborative mechanism involving value guidance, resource integration, team coordination, closed-loop process management, and evaluation feedback, aiming to bridge value education and mental health support in college employment guidance.
Under the "Double Reduction" policy, after-school services in Chinese primary schools have shifted from a supplementary care arrangement to an important component of the school education system. This transformation creates a new institutional space for implementing the fundamental task of moral cultivation and for integrating ideological and political education with students' everyday learning, social participation, labor experience, cultural identity, and behavioral development. Based on policy analysis and a synthesis of relevant research, this study examines the value logic, current practices, practical dilemmas, and optimization pathways of integrating ideological and political education into primary school after-school services. The analysis shows that after-school services possess distinctive advantages in experiential learning, flexible curriculum organization, cross-subject integration, and collaborative education. They can complement classroom-based moral education by converting abstract values into observable actions and lived experiences. However, current practice is constrained by conceptual separation between care and education, formalistic activity design, fragmented curricula, insufficient age differentiation, teacher workload and capability gaps, uneven regional resources, weak home-school-community coordination, and evaluation systems that emphasize participation rather than value formation. To address these problems, the paper proposes an integrated framework centered on moral cultivation, organized through four developmental dimensions and multiple thematic modules, supported by experiential and project-based pedagogy, professional teacher communities, multi-stakeholder governance, differentiated support for rural and border schools, and process-oriented evaluation. The study argues that ideological and political education should not be mechanically added to after-school services; rather, it should be embedded in curriculum objectives, activity processes, organizational culture, and reflective evaluation in an age-appropriate, life-oriented, and non-formalistic manner. This transformation can improve the educational quality of after-school services and contribute to a more equitable and coherent basic education ecosystem.
Jingwei Pu, Shu-Wen Jia, Qianyu Yao· International Journal of Edu...· 0 citations
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