Collaborative Pathways for Ideological and Political Education in Curriculum and Intercultural Communication Competence in Vocational Colleges: A Case Study of “Practical Foreign Trade English”
Jun 2026· 2026 International Conference on Intelligent Engineering and Next-Gen Healthcare Systems (IEHNS)· pp. 1-6· 0 citations· 14 references
Abstract
This study addresses the challenge of cultivating globally competent vocational talent by proposing and validating a Collaborative Cultivation Model (CCM) that integrates Ideological and Political Education in the Curriculum (IPEC) with Intercultural Communication Competence (ICC). Using the “Practical Foreign Trade English” course as a representative case study, this research employs a mixed-methods approach combining bibliometric analysis of 636 publications (2010-2024) from CNKI and Web of Science databases with a quasi-experimental pedagogical study involving 120 vocational students. The bibliometric analysis, conducted using CiteSpace, maps the intellectual structure and evolutionary trends of the field, identifying task-driven learning, situational simulations, and case analysis as the most effective instructional methods. The pedagogical experiment demonstrates the CCM's significant efficacy: the experimental group showed a 35% improvement in ICC scores, substantially and statistically significantly higher than the control group's 8% improvement (p < 0.001). Furthermore, 81.25% of experimental group students reported increased confidence in cross-cultural interactions. These findings confirm that a synergistic approach, which leverages IPEC to foster cultural confidence and applies ICC to practical, value-driven scenarios, provides a robust and replicable framework for reforming vocational education and cultivating talent equipped for the demands of a globalized economy.
This study, oriented toward Global Governance Talent Cultivation and taking the Intercultural Communication course for Teaching Chinese to Speakers of Other Languages (TCSOL) majors as its subject, explores the teaching reform pathway for the synergistic enhancement of Curriculum Ideological and Political Education and professional competence. By systematically sorting out the curriculum ideological-political resource mapping, the study constructs a course mapping system centered on the “Four-in-One” educational objectives of “international vision, patriotic sentiment, professional competence, and sense of responsibility.” It integrates project-based teaching, scenario simulation and case study, and blended online-offline teaching methods, and establishes a diversified evaluation system combining process-oriented and outcome-based assessment. The findings indicate that excavating ideological-political elements from the internal logic of professional knowledge and bridging course instruction with professional qualification assessment can effectively achieve the organic integration of value shaping, knowledge transmission, and competence cultivation, thereby providing a replicable paradigmatic reference for the ideological-political teaching reform of similar intercultural courses.
Yudou Wei· World Journal of Education a...· 0 citations
As the core platform for cultivating practical technical talents, vocational colleges need to strengthen the collaborative integration of ideological and political education and professional skill training to implement the concept of all-round education. Based on the talent-cultivation goals of vocational colleges, this paper first clarifies the necessity of such collaboration and analyzes the practical problems existing in current teaching. A collaborative mechanism is then constructed from four dimensions: goals, content, teaching staff, and platforms. To verify its effectiveness, a practical case from a textile major in a vocational college is analyzed, and the collaborative education effect is evaluated through questionnaires, skill assessments, and enterprise evaluations. The results show that the proposed mechanism significantly improves students’ professional literacy and professional competence. The excellent rate in ideological and political education assessment increases by 23.5%, and the award-winning rate in skill competitions rises by 18.2%. Supplementary analyses of baseline data and external variables further support the validity of the findings. The study defines comprehensive capability as the integration of technical proficiency, professional ethics, teamwork, and innovation awareness, with ideological and political education functioning as value-guided support for skill development.
Intercultural communicative competence (ICC) is increasingly recognized as a key competence in Chinese higher education, making it an essential component of global citizenship. Culture-based teaching is widely regarded as an important pathway for fostering ICC in College English education; however, research on its implementation and effectiveness remains limited. This study addresses this gap by conducting a systematic literature review following PRISMA guidelines. A total of 959 records were initially identified from Scopus, ERIC, and WOS. After screening and eligibility assessment, 15 studies published between 2021 and 2025 were included for analysis. The findings reveal that culture-based teaching approaches, such as culture comparison, task-based learning, and technology-enhanced practices (e.g. telecollaboration) play a positive role in promoting students’ intercultural awareness, communicative skills, and critical cultural reflection. However, these approaches are often constrained by four key challenges, including the marginalized ICC in curriculum design, limited teacher preparedness and practical guidance, learners’ low engagement and intercultural awareness, and insufficient technological support. In addition, the review highlights a predominance of quantitative and mixed-methods research designs, with a strong reliance on self-reported data and limited use of longitudinal and performance-based approaches. These findings provide practical implications for improving ICC-oriented teaching and suggest directions for future research.
Hongyan Liao, Hanita Hanim Ismail, Nur Ainil Binti Sulaiman· World Journal of English Lan...· 0 citations
This study examines information-technology-driven reform in higher vocational literary education in contemporary China and analyzes implementation gaps, practical outcomes, and developmental pathways. Using a mixed-methods research design, empirical data are collected from 180 teachers and 1,287 students across 15 higher vocational colleges in six provinces covering eastern, central, and western regions. Structured questionnaires, in-depth interviews, and classroom observations are used to examine four dimensions: IT integration, reform practices, teaching outcomes, and implementation constraints. The results show that systematic IT intervention produces measurable gains in student classroom participation, autonomous learning engagement, and written expression competence, with increases of 27.2%, 25.2%, and 22.2%, respectively. However, its effect on higher-order cognitive capacities, especially critical thinking, remains comparatively limited. Case analysis further shows that technology effectiveness depends less on technical complexity than on alignment with the humanistic characteristics of literary education, teacher integration capacity, and curriculum design quality. The study proposes coordinated advancement across macro-level policy, meso-level curriculum reconstruction, and micro-level pedagogy to balance technological rationality and humanistic orientation.
Xin Li, Li Chen· Advanced Electromagnetics· 0 citations
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.
Qiyun Zhang, Yan Wang· Advanced Electromagnetics· 0 citations
This article examines the internationalisation of higher education in a semi-peripheral system through the concept of a minority higher education space, focusing on the implementation of internationalisation of the curriculum (IoC) at J. Selye University. Drawing on world-system theory and approaches to global inequalities in knowledge production, the study conceptualises minority higher education space as a structurally constrained, symbolically marginalised, and epistemically subordinated institutional configuration. The concept is operationalised through three dimensions: structural peripherality, epistemic partial subordination, and symbolic limitation. The empirical part uses an instrumental case study combining curriculum and project document analysis, data from a pilot regular course with elements of blended learning, and qualitative feedback from Faculty of Education students (N = 15), complemented by data from an international project consortium. The findings reveal the ambivalent nature of IoC in minority higher education spaces: while it reflects adaptation to dominant European academic norms, it also enables horizontal cooperation among semi-peripheral institutions and the pluralisation of pedagogical perspectives. Student feedback highlights the development of intercultural, civic, and project competences. The article introduces the concept of reflexive internationalisation to explain changing patterns of international engagement in minority academic contexts.
Kinga Horváth, Katalin Sýkora Hernády, Attila Mészáros et al.· Education sciences· 0 citations