The Essence and Implementation of Ideological and Political Education within College English Curricula: A Grounded Theory Analysis

Abstract

This study employs a grounded theory approach to critically analyze the essence and implementation of Ideological and Political Education (IPE) within College English curricula at Chinese universities. Analyzing 80 award-winning lesson plans from the "Teaching Star Competition" organized by the Foreign Language Teaching and Research Press, this research delineates the specific elements that constitute IPE and identifies the instructional methodologies through which it is integrated into language education. The findings highlight how IPE strategically merges linguistic training with civic education, aiming to cultivate a strong national identity and cultural pride while simultaneously enhancing students' global competencies. The core categories of IPE include critical thinking, professional ethics, and cross-cultural communication skills, all of which are supported by the innovative use of technological resources and adaptive pedagogical strategies. The study also details the comprehensive assessment mechanisms in place that evaluate both cognitive and affective outcomes, showcasing the multidimensional nature of IPE. This research contributes to the discourse on the integration of ideological education in Chinese higher education settings. This study not only clarifies the theoretical underpinnings of IPE but also offers practical insights into its operationalization, thereby guiding educational strategies aimed at achieving comprehensive educational objectives. The findings have implications for future curriculum development and educational policy reform, suggesting ways to enhance the effectiveness of IPE in fostering well-rounded individuals capable of contributing to both national and global contexts.