Abstract
Abstract In the “Internet+” era, Civic Party building programs at universities face the challenge of modernizing their pedagogical approach to meet students’ evolving needs. This paper examines the hurdles in updating course content and diversifying teaching methods, utilizing the Logit model to determine factors crucial to innovating these courses. Analysis reveals that political cognition, emotion, and participation play pivotal roles in the success of course innovation, especially political cognition with a coefficient of 0.784. Recommendations for course improvement include adopting internet technologies, updating content, varying teaching techniques, and enhancing student involvement. Ultimately, the study advocates for a strategic overhaul of Civic Party building courses to fulfill their educational goals.
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