Abstract
Abstract As educational reform deepens, the focus on Civics and Politics curriculum development within higher vocational colleges has intensified. This paper introduces an evaluation index for assessing the teaching effectiveness of English Civics and Politics courses, utilizing an optimized K-means clustering algorithm to delineate the instructional impact. Additionally, by applying the DEMATEL method, we investigate the critical factors influencing Civic and Political Teaching Effectiveness in English courses, delineating their interrelationships and formulating effective teaching strategies. The findings indicate a distribution of teaching effectiveness as follows: 27.67% excellent, 58.67% qualified, and 13.67% unqualified. Key indicators such as spiritual outlook (3.59), problem-driven teaching (3.34), and adherence to the syllabus (3.19) significantly influence Civics teaching efficacy. This research offers valuable insights for higher vocational colleges aiming to enhance their Civics and Politics instruction in English, providing a strategic foundation for pedagogical improvement.
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