The Path of Ideological and Political Education in the Second Classroom of English Majors from the POA Perspective

Mengyao Tong

doi:10.70088/tf9kqc95

Authors

Mengyao Tong School of Foreign Languages and Cultures, Xizang University, Lhasa, China Author

DOI:

https://doi.org/10.70088/tf9kqc95

Keywords:

ideological-political education, english major, extracurricular activities, production-oriented approach, second classroom, higher education

Abstract

This paper explores the integration pathways between extracurricular activities for English majors and ideological-political education within the framework of the Production-oriented Approach (POA). Drawing upon a comprehensive literature review and systematic case analysis, it examines the current state of research and practice concerning ideological-political education in English major extracurricular contexts. The study identifies salient problems across four critical dimensions: objective design, faculty collaboration, student engagement, and outcome evaluation. To address these challenges, the paper proposes a set of integration pathways informed by the POA's "motivating-enabling-assessing" pedagogical cycle, which provides a structured and theoretically grounded mechanism for embedding ideological-political education into the second classroom. The proposed framework emphasizes project-based learning, systematic curriculum design, and institutionalized support structures to ensure the sustainable and scalable development of ideological-political education in extracurricular settings. By bridging theoretical foundations with practical implementation strategies, this research offers valuable insights for educators, curriculum designers, and policymakers seeking to enhance the quality of English language talent cultivation. The findings contribute to the broader discourse on integrating values education with language instruction and provide a replicable model for other disciplines aiming to leverage extracurricular activities as a vehicle for holistic student development in higher education contexts.

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