Exploring ideological-political education in English classrooms: A survey of compulsory education schools in Dazhou, China
DOI:
https://doi.org/10.34142/2709-7986.2025.30.1.10Keywords:
compulsory education, core competencies, curriculum ideological-political education, English teaching, new curriculum standardAbstract
Purpose. This article endeavors to gain insights into the current state of curriculum ideological-political education integration within English classroom teaching in China’s compulsory education system, using two schools in Dazhou as case studies. It aims to dissect prevalent issues and their underlying causes, ultimately exploring and proposing effective strategies for enhancing this integration.
Methodology. Utilizing a concurrent mixed-methods approach, this study incorporates both quantitative and qualitative analyses. Specifically, it employs surveys and interviews to investigate and assess the practical incorporation of ideological-political education elements into English classes in compulsory education.
Results. The findings indicate that English teachers in Dazhou’s compulsory education sector possess a commendable comprehension of curriculum ideological-political education. However, they show insufficient attention to ideological-political elements in their actual teaching practices. Relying predominantly on traditional lecturing methods, the implementation of ideological-political education appears sermonizing, resulting in suboptimal outcomes. Teachers also exhibit knowledge deficiencies in areas such as implicit curriculum and the fundamental tasks of moral education, necessitating enhancements in these domains.
Conclusions. The study underscores the need for teachers to deepen their understanding of curriculum ideological-political education and improve their integration skills. Relevant schools should prioritize moral education, leveraging ideological-political education to foster students’ holistic development. Strengthening teacher training and evaluation systems is also pivotal in addressing these gaps and enhancing the overall effectiveness of ideological-political education integration in English classrooms.
Downloads
References
Borg, S. (1998). Teachers’ Pedagogical Systems and Grammar Teaching: A Qualitative study. TESOL Quarterly, 32(1), 9–38. https://doi.org/10.2307/3587900
Gao, D., & Zong, A. (2017). From ideological-political courses to ideology-infused courses: Constructing the ideological-political education curriculum system in colleges and universities from a strategic perspective. China Higher Education, 1, 43–46. https://www.zjhu.edu.cn/_upload/article/files/99/a8/46295d0e457bae381e4c1f9717ae/b8bcce8a-2c25-4979-8372-f8f3ef93b458.pdf
Gardner, H. (2011). Frames of Mind: The Theory of Multiple Intelligence. Basic Books Press.
Holubnycha, L., Kostikova, I., Besarab, T., & Koshechkina, T. (2025). Teaching methods for large student groups at a Chinese university. Educational Challenges, 30(1), 26–39. https://doi.org/10.34142/2709-7986.2025.30.1.02
Huang, L. Q. (2024). Challenges of Moral Education in Primary and Secondary Schools in the Age of Artificial Intelligence and Its Response. Education Science Forum, 26, 60–63.
Jiang, H. (2022). Teaching English to Young Learners in China and Ukraine. Educational Challenges, 27(2), 16–28. https://doi.org/10.34142/2709-7986.2022.27.2.01
Kostikova, І., & Liu, G. (2024). Formuvannia kompetentnosti spilkuvannia derzhavnoiu movoiu molodshykh shkoliariv u pochatkovykh shkolakh Kytaiu [State language competence development for young learners at primary schools in China]. Teoriia ta metodyka navchannia ta vykhovannia – Theory and methodology of teaching and education, 57, 98–107. https://doi.org/10.34142/23128046.2024.57.08 [in Ukrainian].
Li, G. (2010). Campus internet culture and ideological and political education. In Proceedings of the 2010 Second International Conference on Multimedia and Information Technology (Vol. 2, pp. 71–73). IEEE. https://doi.org/10.1109/MMIT.2010.116
Luo, H. (2024). Reflections on school moral education in the age of artificial intelligence. OALib, 11(12), 1–7. https://doi.org/10.4236/oalib.1112700
Miller, R. (2004). Educational alternatives: A map of the territory. Paths of learning, 20, 20–27.
Ministry of Education of the People’s Republic of China. (2014, April 8). Opinions on Comprehensively Deepening Curriculum Reform to Implement the Fundamental Task of Building Moral Character and Molding All-round Personalities through Education. http://www.moe.gov.cn/srcsite/A26/jcj_kcjcgh/201404/t20140408_167226.html
Ministry of Education of the People’s Republic of China. (2020, May 28). Guidelines for the Construction of Ideological-political Education in Higher Education Courses. https://www.gov.cn/zhengce/zhengceku/2020-06/06/content_5517606.htm
Ministry of Education of the People’s Republic of China. (2022, March 25). On the Issuance of the Curriculum Plan and Curriculum Standards for Compulsory Education (2022 Edition). https://hudong.moe.gov.cn/srcsite/A26/s8001/202204/W020220420582349487953.pdf
Peters, M. A. (Ed.). (2016). Encyclopedia of Educational Philosophy and Theory. Springer Singapore. https://doi.org/10.1007/978-981-287-532-7
Ruan, X., & Yang, X. (2024). Integrating ideological and political education into curriculum development in the new era: Perspectives from English as a foreign language teaching in universities of China. Open Journal of Modern Linguistics, 14(03), 341–352. https://doi.org/10.4236/ojml.2024.143018
Sun, L., & Li, Q. (2024). Empirical Research on Foreign Language Teachers’ Competence in Ideological Education in the Age of AI. Technology Enhanced Foreign Languages, 5, 89–92 [in Chinese].
Tang D., Li X., & Guo X. (2020). Three Questions on Ideological and Political Education in Courses: Essence, Boundary, and Practice. Modern Education Management, 10, 52–58. http://weixin.qq.com/r/mp/Zx2qrjHEzvmyKXXNb0jj [in Chinese].
Xiao, L., Guan, C., & Li, F. (2023). A study on the ideological and political education of college English writing teaching based on POA theory. Open Journal of Modern Linguistics, 13(03), 382–391. https://doi.org/10.4236/ojml.2023.133023
Xin, Z., & Pang, Y. (2025). Mapping and Integrating Ideological-political Education in Foreign Language Courses. Foreign Languages in China, 22(01), 81–88 [in Chinese].
Yang, L., & Zhong, G. (2022). Exploring the integration of college English teaching with ideological-political education. Modern English, 23, 30–33 [in Chinese].
Zhang, N. (2024). Exploration and integration of ideological and political elements in high school English curriculum teaching. Shaanxi Education, 02, 27–29 [in Chinese].
Zhou, L., Yue, X., & He, Y. (2025). Comprehensive integration and impact study of ideological-political education in university language courses. Foreign Languages and Literature, 41(1), 148–160 [in Chinese].
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Yanshi Liu
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
_logo_late_2025.svg.png){kind=logo}
