Teaching Content Research Articles

Application of AI-empowered scenario-based simulation teaching mode in cardiovascular disease education

BackgroundCardiovascular diseases present a significant challenge in clinical practice due to their sudden onset and rapid progression. The management of these conditions necessitates cardiologists to possess strong clinical reasoning and individual competencies. The internship phase is crucial for medical students to transition from theory to practical application, with an emphasis on developing clinical thinking and skills. Despite the critical need for education on cardiovascular diseases, there is a noticeable gap in research regarding the utilization of artificial intelligence in clinical simulation teaching.ObjectiveThis study aims to evaluate the effect and influence of AI-empowered scenario-based simulation teaching mode in the teaching of cardiovascular diseases.MethodsThe study utilized a quasi-experimental research design and mixed-methods. The control group comprised 32 students using traditional teaching mode, while the experimental group included 34 students who were instructed on cardiovascular diseases using the AI-empowered scenario-based simulation teaching mode. Data collection included post-class tests, “Mini-CEX” assessments, Clinical critical thinking scale from both groups, and satisfaction surveys from experimental group. Qualitative data were gathered through semi-structured interviews.ResultsResearch shows that compared with traditional teaching models, AI-empowered scenario-based simulation teaching mode significantly improve students’ performance in many aspects. The theoretical knowledge scores(P < 0.001), clinical operation skills(P = 0.0416) and clinical critical thinking abilities of students(P < 0.001) in the experimental group were significantly improved. The satisfaction survey showed that students in the experimental group were more satisfied with the teaching scene(P = 0.008), Individual participation(P = 0.006) and teaching content(P = 0.009). There is no significant difference in course discussion, group cooperation and teaching style of teachers(P > 0.05). Additionally, the qualitative data from the interviews highlighted three themes: (1) Positive new learning experience, (2) Improved clinical critical thinking skills, and (3) Valuable suggestions and concerns for further improvement.ConclusionThe AI-empowered scenario simulation teaching Mode plays an important role in the improvement of clinical thinking and skills of medical undergraduates. This study believes that the AI-empowered scenario simulation teaching mode is an effective and feasible teaching model, which is worthy of promotion in other courses.

Analysis of the Situation and Causes of College Students' Physical Literacy

In the form of questionnaire survey, the physical literacy of the first-grade students in 6 universities in Sichuan are investigated. According to the survey results, the students' sports foundation, sports cognition and teaching content are analyzed. Combined with the progress of the sports literacy research at home and abroad, analyze the status quo of the sports literacy of the college students in Sichuan, and study the causes of the current situation of the sports literacy, and put forward the corresponding conclusions.

Study on the Path of Integrating Red Culture into Ideological and Political Education in Colleges and Universities in the New Era

Red culture is an advanced culture with Chinese characteristics based on Marxist theory, which has rich educational guidance and is an indispensable material for ideological and political education in colleges and universities. Colleges and universities carry the important functions of talent training and cultural inheritance. Integrating red culture into college ideological and political education is of great significance for improving the effectiveness of college ideological and political work. At present, there still exist difficulties in the aspects of resource development degree, teaching form and teaching content during the integration of red culture into ideological and political education in colleges and universities. Based on this, it can effectively promote the integration of red cultural resources into the ideological and political education of colleges and universities in the new era through in-depth exploration and integration of red cultural resources, the use of new media to innovate teaching forms and encourage students to participate in red cultural practice activities.

How to Construct Immersive Anti-Fraud Education Curriculum

With the rapid development of online commercial services and mobile payments, internet fraud methods are emerging in an endless stream, posing serious threats to individuals and society. To enhance the effectiveness of anti-fraud education and improve the cyber security awareness and anti-fraud capabilities of the public, especially the younger generation. Based on an analysis of the current severe situation of internet fraud and its impact on society, this paper summarizes and evaluates the shortcomings and areas for improvement of existing traditional anti-fraud education methods. It combines the theoretical basis of immersive education and its application in other educational fields to propose the idea of constructing an immersive anti-fraud education curriculum. The paper analyzes the advantages of immersive anti-fraud education, including enhancing student engagement and experience, improving learning outcomes, providing personalized learning plans, stimulating learning interest, and achieving real-time feedback and adjustments. Several feasible implementation methods for immersive anti-fraud education are presented, combining emerging virtual reality technology and real-life interactive games. Each method can enhance students' fraud prevention awareness and skills to varying degrees. The paper also provides a detailed introduction on how to design an immersive anti-fraud education curriculum, including the setting of teaching objectives, content design, technology application, teaching methods, evaluation methods, and continuous improvement. Through this research, we hope to provide educators with a new perspective and method to help students better protect themselves in the online environment, while also contributing to the development of the field of cybersecurity education.

Integration of 3D printing and case-based learning in clinical practice for the treatment of developmental dysplasia of the hip

BackgroundCase-based learning (CBL) utilizing three-dimensional (3D) printed hip joint models is a problem-solving teaching method that combines the tactile and visual advantages of 3D-printed models with CBL. This study aims to investigate the impact of integrating 3D printing with CBL on learning developmental dysplasia of the hip (DDH).MethodsWe conducted a prospective study from 2022 to 2023, including 120 fourth-year clinical medical students at Xuzhou Medical University. Students were randomly allocated into two groups of 60 participants each. The CBL group received conventional CBL teaching methods, while the 3D + CBL group utilized 3D-printed models in conjunction with CBL. Post-teaching, we analyzed and compared the theoretical and practical achievements of both groups. A questionnaire was designed to assess the impact of the educational approach on orthopedic surgery learning.ResultsThe theory scores of the CBL group (62.88 ± 7.98) and 3D + CBL group (66.35 ± 8.85) were significantly different (t = 2.254, P = 0.026); the practical skills scores of the CBL group (57.40 ± 8.80) and 3D + CBL group (63.42 ± 11.14) were significantly different (t = 3.283, P = 0.001). The questionnaire results showed that the 3D + CBL group was greater than the CBL group in terms of hip fundamentals, ability to diagnose cases and plan treatments, interesting teaching content, willingness to communicate with the instructor and satisfaction.ConclusionsThe integration of 3D printing with case-based learning has yielded positive outcomes in teaching DDH, providing valuable insights into the use of 3D-printed orthopedic models in clinical education.

SUPPLEMENTARY OPEN AND DISTANCE EDUCATION FOR IMPRISONED ADULTS

The adoption and implementation of distance education in the prison school context implies new roles for teachers, formal and non-formal learners and educational materials, while enhancing openness as an integral feature of a distance education environment. This study – through a participatory action research – seeks to explore how teachers have applied e-inclusion to enable inclusive online teaching/learning strategies, emphasizing the interaction of digital tool learners and teachers. Needs emerged that helped to clearly show the necessity of face-to-face teaching but also the existence of complementary distance education to prevent the digital divide from increasing the difficulties of students with special educational needs, in relation to the possibilities of distance education in prison schools. The investigation of the educational needs of institutionalised adults from their own perspective was defined as the basis for the creation of appropriate and effective educational material. The novelty of the material lies in the fact that it presents information in a way of active involvement of the trainees in the learning process. In the design of the multimodal educational material, the purpose and expected results were used, so that the trainee could evaluate their progress on their own. Our aim was for learners to be able to improve their knowledge across the whole range of teaching contents by developing cognitive and social skills.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0717/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Development of an evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships: A Delphi study

AimTo develop an evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships. BackgroundAcademic-practice partnerships could play a crucial role in bridging theory-practice gap in evidence-based nursing education. However, there is a lack of evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships. DesignA Delphi study. MethodsThe Delphi study was conducted by literature analysis, qualitative interview and Delphi expert consultation to develop this course framework. 15 and 12 experts were involved in round one and round two of Delphi expert consultation, respectively. The consensus threshold of two-round Delphi expert consultation was described by expert's positive coefficient (≥ 50 %), positive coefficient (≥ 70 %), expert authority coefficient (≥ 0.7), coefficient of variation (<0.25) and full score frequency (>20 %). ResultsThe final course framework includes learning objectives (17 items); teaching chapters of theoretical classes (five items); teaching contents (30 items), methods (12 items) and class hours (9 items) of theoretical classes; and the responsibilities of academic teachers (11 items) and clinical teachers (11 items) in practical classes. ConclusionThe course framework developed by this study could provide guidance for evidence-based nursing education of undergraduate nursing students. The effectiveness of this course framework should be verified through further experimental studies in the future.

Research on Strategies for Cultivating Ideological and Political Literacy in Design Students

This paper explores strategies for effectively cultivating ideological and political literacy in design students, including collaborative education between counselors and professional teachers, course ideological and political design, and innovative teaching modes. Through theoretical research and practical case analysis, a series of specific implementation strategies are proposed. Firstly, the collaboration between counselors and professional teachers is key to achieving the organic integration of ideological and professional education. Secondly, scientific course design is the core of course ideological and political education, requiring the integration of social backgrounds and ethical issues into teaching objectives and content. Thirdly, innovative teaching modes such as flipped classrooms and project-driven teaching can improve the effectiveness of ideological and political education. Fourthly, establishing a systematic ideological and political education resource database provides necessary support and assistance to teachers. Finally, through practical education and a scientific evaluation and feedback mechanism, students sense of social responsibility and practical abilities are further enhanced. This study provides reference and guidance for ideological and political education in design majors.

Teaching Strategies to Enhance Knowledge and Understanding of Opisthorchis viverrini and Cholangiocarcinoma in Thailand: Lessons for Asian Countries.

Although Opisthorchis viverrini (OV) is a neglected tropical disease, the International Agency for Research on Cancer (IARC) listed it as a human carcinogen 30years ago. Cholangiocarcinoma (CCA) is the ultimate pathology outcome. However, it remains a significant public health problem in the Greater Mekong Subregion and Asia. Its widespread impact on human health requires urgent action using various strategies. This study aimed to investigate and prioritize the need for developing teaching and learning management of OV and CCA among primary school students in Thailand endemic areas. The samples consisted of 36 Grade 6 students. This study was conducted by using a needs questionnaire. Data were analyzed using Mean and Standard Deviation. The needs were prioritized using the Modified Priority Needs Index (PNI modified). The findings revealed a moderate overall need for teaching and learning management development. The area with the highest need was learning activity organization (PNI = 0.410), followed by audiovisual equipment (PNI = 0.276) and buildings (PNI = 0.265). The teaching content the students needed most included CCA prevention, risk factors, and disease symptoms (58.33%). Based on the findings, it is suggested that teachers design various learning activities and emphasize hands-on activities for students. Additionally, administrators should allocate budgets to improve buildings and audiovisual equipment, and relevant organizations should establish policies to promote learning on these issues in educational institutions. Essential lessons from this study can provide a starting point for executives and public health personnel worldwide to apply to develop educational strategies for cancer education and cancer prevention and control.

Exploration and practice of ideological and political education in instrumental analysis courses: a case study on chromatography course teaching

Instrumental analysis is an important professional course for many chemistry majors. Its teaching content is rich, diverse and is closely related to daily life. Moreover, this course contains a large number of ideological and political resources. This study investigates chromatography technology in instrumental analysis as an example, focusing on aspects such as chromatography knowledge, solution preparation, standard operations, and guided experiments, to deeply explore the elements of ideological and political education and organically integrate them into the teaching of instrumental analysis courses. Academic teaching of professional knowledge increases the diversity and richness of the teaching content and enhances the innovative skills of the students. In addition, this teaching method can inspire students to establish life goals and great ideals, with the aim of ultimately cultivating moral people.

Transdisciplinary approach as a resource for the development of critical thinking in higher mathematical education

Introduction. In a modern digital and globalized society, the higher education system is faced with the task of developing critical thinking skills in graduates that allow them to solve complex problems through the integration of knowledge from various disciplines at a new transdisciplinary level of knowledge. Such integration seems possible based on the use of modeling methodology, methods of computational and discrete mathematics, and mathematical cybernetics, which form the foundation of the language of information technology and processes. The purpose of the study is to identify the role of the transdisciplinary approach in the development of students’ critical thinking through mathematics. Materials and methods. 76 students of the Vyatka State University majoring in 06.03.01 Biology took part in the study, covering 2022–2023. The main methods for measuring critical thinking, presented by the UF/EMI Critical Thinking Disposition Instrument and The Critical Thinking Barriers Scale (CTBS), were supplemented with diagnostic tools from specially designed tasks, taking into account specifics of teaching mathematics to future biotechnologists. Statistical analysis of the obtained results was performed using the Mann-Whitney U test. Results. A number of methodological conditions have been formulated to ensure the development of students' critical thinking in the process of teaching mathematics, which corresponds to the priority goals of modern higher education. The expediency of using contextual mathematical problems containing a real data set, the method of mathematical modeling, the inclusion of modern mathematical theories and their applications in the teaching content, a joint form of work in the classroom and work with scientific articles is substantiated. A quantitative analysis of the results confirmed the significance of the differences (Uemp = 65 &lt; Ucr = 66; р &lt; 0,01), which indicates the effectiveness of the intervention based on the proposed methodological conditions. Conclusion. The practical significance of the study is determined by the possibilities of using its results in improving the critical thinking skills of students in the process of teaching mathematics.

A Construction of Virtual Reality Technology Teaching Model to Improve Table Tennis Skills for University Students

Background and Aims: To explore and build virtual reality physical education courses, and create a new teaching model of "VR+ teaching" to improve the quality of talent training and teaching effect. This study will build a teaching model of virtual reality technology to improve college students' table tennis skills, trying to enable learners to complete real-time interaction of multiple senses with the help of sensing devices in virtual sports situations, and then combine the goal incentive and feedback mechanism to improve students' self-efficacy and learning interest, which can not only promote the diversified development of sports skill learning but also promote the development of sports skill learning. It also provides a reference for the application of virtual reality technology in physical education. The purpose of this study is to construct of virtual reality technology teaching model to improve table tennis skills for university students. Methodology: The survey included faculty and students at the three universities. Current number of teachers and students: Yunnan University has 1855 students and 66 teachers; Yunnan Normal University has 1980 students and 95 teachers. Yunnan Minzu University has 1531 students and 65 teachers. In this study, the experts were interviewed by telephone interview, face-to-face interview, and summary interview, using the method of interview outline. Questionnaires were distributed to students and teachers on-site and by webmail. The Delphi Method expert questionnaire was issued to 19 experts. Results: Most of the teachers are willing to use virtual reality technology to teach table tennis. They think virtual reality technology will improve their teaching effectiveness. Construct a virtual reality teaching model for improving college students' table tennis skills, and construct a virtual reality teaching model for improving college students' table tennis skills from five dimensions: teaching idea, teaching goal, teaching content, teaching process, and teaching evaluation. Most people agree on all issues (IQR range 0.00-1). Conclusion: Virtual reality technology is applied to table tennis teaching in colleges and universities so that students can quickly enter the role, and effectively improve the dull feeling caused by being bored and unable to hit the ball in the learning process of table tennis. While learning table tennis knowledge and skills, learners actively explore and complete the construction of new knowledge. It provides a new teaching concept for the reform of table tennis teaching and the multiple development of physical education curricula in colleges and universities and also promotes the deep integration of education informatization and physical education teaching in the new era.

Needs assessment of military medicine education curriculum in medical students and upcoming challenges

ABSTRACT Introduction: The curriculum of military medicine for medical students of universities of military medical sciences is a priority and a practical goal. Paying attention to the educational needs of students creates vitality and motivation among students for better learning and improving the learning environment. Frequent monitoring and updating of the content of military courses and modern teaching improve the quality and quantity of the military medicine curriculum. Materials and Methods: This applied, inductive, and exploratory descriptive was conducted in a single cross-sectional and qualitative method. The data were collected using the brainstorming method and individual and collective Delphi techniques. The population included the medical students of Baqiyatallah University of Medical Sciences in Tehran, Iran, who completed the course in military medicine. The data were collected by purposive sampling and classified until the saturation limit was reached. EXCEL 2019 and MAXQDA2020 software were used for data analysis. Findings: This research was carried out in collaboration with the military medicine department of the university to identify the needs of students in the military medicine curriculum. First, the findings were collected in 22 axes. In the next step, the needs were prioritized in the four main components of the combat medicine curriculum (1 goal, 2 content, 3 teaching strategy, 4 evaluation), and the results were extracted. Conclusion: Identifying the needs of students; improving the current military medicine curriculum; paying attention to individual differences, interests, and talents of students; and enhancing the motivation and level of satisfaction of students are the study results.

Automatic Detection of Metacognitive Language and Student Achievement in an Online STEM College Course

Metacognition is a valuable tool for learning, due to its role in self-regulated learning. However, online learning settings bring new challenges for engaging in metacognition​​ given the unique opportunities and challenges presented by the online space, especially for diverse populations and students underrepresented in STEM (UR-STEM). Thus, we investigated whether a relation existed between college STEM students’ metacognition—measured by their spontaneously produced metacognitive phrases in online course discussions forums—and their success in an online STEM college course—measured by their final course grade. Using Bayesian generalized linear models, we examined whether this relation differed for UR-STEM compared to non-UR-STEM students and whether related course behaviors (i.e., engagement and verbosity) and prior knowledge predicted variance in course grade. Metacognition plausibly predicted course grade and we found no plausible differences between UR- and non-UR-STEM students, suggesting that the online space could afford students from diverse groups the capacity to engage equally in a critical aspect of self-regulated learning: metacognition. Implications of the results for teaching and learning STEM content in the online space are discussed.

Effect of Mastery Learning Combined with Mind Mapping Technique on the Students’ Sculpture Performance Ability for Junior University Students

Background and Aims: The Chinese government has issued a series of policy documents to support the development of the cultural industry, providing policy guarantees and guidance for the development of sculpture education. Traditional teaching methods usually use unified teaching content and teaching methods, which cannot meet the individual needs of students. The comprehensive application of "Mastery Learning with Mind Mapping" theory and methods can provide solid technical support and rich teaching methods for the reform of sculpture education. Through the application of personalized learning plans and mind mapping, students' learning content and space can be expanded, and their learning efficiency and learning quality can be improved. This comprehensive approach can not only meet students' learning needs but also stimulate their learning interest and creativity and promote their all-round development. Therefore, the promotion and application of this method in sculpture education are of great significance and value. This study aims to explore and evaluate the impact of mastery learning combined with mind mapping technique on college students' sculpture learning achievements and performance ability through mastery learning combined with mind mapping technique. Materials and Methods: The instruments for the experiment were four lesson plans. To evaluate the quality of a curriculum plan, it can be assessed using a Likert five-point scale. The quality of the scale can be measured using the Item-Objective Congruence (IOC) The assessment process involves analyzing each component of the lesson plan, attributing scores on the Likert scale, and then calculating the average score and the standard deviation (SD) for each component. The instruments for collecting data were two instruments needed to collect the sampling data, as the detailed list showed: sculpture score assessment and sculpture performance competency assessment. The sample was 30 students (one class) among the 120 junior students in the 2023 academic year. The procedures for data collection are as follows, the sample learning achievement before and after learning through Mastery Learning with Mind mapping and sculpture performance ability after learning through Mastery Learning with Mind mapping with the established 70 percent Results: The study evaluated the effectiveness of employing mastery learning combined with mind mapping techniques to enhance students' learning achievement and sculpture performance ability. Significant improvement was observed, with posttest scores surpassing pretest scores (t =13.06*, p =0.05). Furthermore, students' sculpture performance ability scores after mastering learning with mind mapping (81.1%) exceeded the 70% criterion, with statistical significance (t =11.05*, p =0.001). Conclusion: Compared with previous related studies, the results of this study showed that using mastery learning combined with mind mapping technique teaching had a significant positive effect on the sophomore research on sculpture performance ability. This is consistent with the findings of Chen Linsheng (2022), who found that the use of mind-mapping techniques in art education can improve students' learning achievement. Combining the findings of previous studies and the results of this study, we can conclude that mastery learning combined with mind mapping technique teaching has positive effects on the ability of sculpture performance in sophomore students. However, further research still needs to explore the impact of different teaching methods on students of different grades and specialties to get a more comprehensive understanding of the effects of mastery learning combined with mind-mapping technique teaching.

On the Realistic Path of Comprehensive Education Reform in Ideological and Political Theory Courses in Universities

This article explores the importance and implementation strategies of comprehensive educational reform in ideological and political theory courses in universities. The article points out that comprehensive education reform is not only an inevitable requirement to adapt to the development needs of the new era, but also a key to improving the quality of education, promoting the development of the teacher team, and building a discourse system for ideological and political education with Chinese characteristics. Faced with challenges such as globalization and informatization, ideological and political courses need to update their teaching content, introduce current hot topics, strengthen practical teaching, adopt diversified teaching methods, and fully utilize modern information technology. At the same time, it emphasizes the student-centered teaching philosophy and focuses on cultivating students' self-learning ability and critical thinking. These efforts aim to make ideological and political courses more relevant to the times and students, and contribute to the cultivation of socialist builders and successors with comprehensive development in morality, intelligence, physical fitness, aesthetics, and labor.

Teaching Design for Practical Courses Based on Virtual Simulation Technology

The National Virtual Simulation Experimental Teaching Project (NVSETP) is one of the five &amp;quot;Golden Courses&amp;quot; launched by the Ministry of Education (MoE) of the People&amp;apos;s Republic of China. These courses need to adhere to the Golden Course standards, which include offering a curriculum that is innovative, challenging, and designed to develop higher-order thinking skills through rich content and novel teaching methods. Students receive opportunities for both practical and theoretical learning that guide them in engaging in innovative thinking and practice. This article discusses the teaching design for practical courses based on Virtual Simulation Technology, grounded in the Outcome Based Education, and drawing from the construction of the first batch of NVSETP Teaching Centers and Projects. It primarily addresses four aspects of teaching: objectives, curriculum content, methods, and assessment. Taking the lack of real experimental engineering conditions and high-risk, high-cost practical operations as the starting point, this paper designs the teaching content and methods; Revising the traditional experimental teaching process, this paper adopt blended learning methods. Evaluates the learning effect of students through the real-time feedback of virtual simulation software, further reforms the teaching and improves the teaching effect. The paper provides a reference for constructing Virtual Simulation Experimental Teaching Projects and reforming practical course teaching.

Integration and Innovation: Collaborative Development Path of Interior Design Professional Courses and Ideological and Political Education

In the current educational context, it is particularly important to cultivate both professional skills and ideological and political literacy. This paper explores the necessity of integrating interior design professional education with ideological and political education, including the challenges of content integration, the need for innovative teaching methods, the development of teachers' professional capabilities, and the enhancement of students' acceptance. Through literature review, case analysis, and effect evaluation, this research proposes a series of strategies and recommendations aimed at optimizing the teaching process and improving educational quality. These strategies include innovation in teaching content and methods, integration and optimization of teaching resources, professional development and training of teachers, policy support and environmental construction, student development guidance and services, and improvement of the curriculum evaluation system. The research results show that the integration of interior design professional education and ideological and political education can promote the comprehensive development of students, cultivating design talents with both professional skills and social responsibility. However, the research also has certain limitations, including the breadth of case analysis, the accuracy of evaluation tools, and the necessity of long-term tracking studies. Future research can further deepen these aspects, expand the scope of case analysis, improve evaluation methods, and conduct interdisciplinary cross-research. This research has important theoretical and practical significance for the integration of professional education and ideological and political education in higher education, providing useful reference and inspiration for relevant educational reforms.

Research on the Reform of the Teaching Mode of Transportation Specialized Courses Based on AI Technology

As an important support for the development of modern society, the teaching quality of the transportation profession directly affects the development level of the industry. However, the current teaching mode has many problems, such as outdated teaching content, single teaching methods, lack of personalized guidance, etc., which can not meet the demand for transportation talents in the new era. With the rapid development of AI technology, its application in the field of education provides new ideas and methods to solve these problems. Through the introduction of AI technology, a comprehensive reform of the teaching mode of transportation professional courses can be realized, and the teaching effect and students' learning quality can be improved. This paper will discuss in detail the necessity, specific measures, and expected results of the reform of the teaching mode of transportation professional courses based on AI technology.

Innovation and Practice of Online-Offline Blended Bilingual Teaching in an International Finance Course

With the acceleration of globalization and the promotion of information education policies, the teaching approach for international finance courses in colleges and universities is undergoing unprecedented changes. Policies related to the development of national education information have clearly stated that school education should support the use of digital technology to innovate teaching and learning methods, emphasizing the improvement of education quality and efficiency. In this context, the innovation of the teaching mode of international finance courses is particularly important. International finance is an important discipline for cultivating compound talents with international vision and professional skills. As an innovative teaching method, online-offline hybrid bilingual teaching not only extends the boundaries of teaching resources in terms of time and space but also enhances the interactivity and practicality of teaching content. This approach has a significant impact on improving students' overall abilities and international competitiveness. It can be said that this teaching mode combines the flexibility of online learning with the interactive advantages of offline instruction, offering a new development direction for international finance courses in higher education. Based on this premise, the paper focuses on analyzing the significance of implementing online hybrid bilingual teaching in international finance courses and then introduces specific measures in detail.