Theoretical Logic and Practical Dimensions of the "Three Entries" Initiative in Foreign Language Education at Plateau Universities: From the Perspective of Forging a Strong Sense of Community for the Chinese Nation

Ping Wang

doi:10.70088/vk2eqa79

Authors

Ping Wang School of Foreign Languages and Cultures, Xizang University, Lhasa, China Author

DOI:

https://doi.org/10.70088/vk2eqa79

Keywords:

"three entries" initiative, curriculum-based ideological education, foreign language education, plateau universities, sense of community for the Chinese nation

Abstract

The "Three Entries" initiative, which involves integrating Thought on Socialism with Chinese Characteristics in the New Era into textbooks, classrooms, and students' minds, represents a core strategic measure for fulfilling the fundamental task of fostering virtue through education. Foreign language education, possessing dual attributes of linguistic tool value and cultural value, undertakes the special mission of communicating China's narratives to the global community in the implementation of this initiative. Promoting the "Three Entries" initiative in foreign language education at universities in the western regions of China carries unique strategic values: forging a strong sense of community for the Chinese nation, cultivating talents for regional international communication, and safeguarding regional stability. From the theoretical perspective of forging a strong sense of community for the Chinese nation, this paper analyzes the practical progress and realistic dilemmas of the "Three Entries" initiative in foreign language education at plateau universities. It extracts experience through case studies of Beijing Foreign Studies University, Sichuan International Studies University, and Southwest Minzu University, and puts forward optimized approaches for the work from three dimensions: ideological guidance, institutional innovation, and evaluation system optimization. The findings suggest that a systematic and context-sensitive approach is essential for effectively embedding ideological and political education within foreign language curricula, particularly in geographically and culturally distinct regions. This study contributes to the broader discourse on curriculum-based ideological education and offers practical recommendations for policymakers and educators working in higher education institutions across the western regions of China.

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