Research on the Paths of Cultural Education in Engineering Courses from the Perspective of Historical Immersion

Zhuo Li; Mengmeng Li

doi:10.70088/e7e5q510

Authors

Zhuo Li Dalian University of Engineering, Dalian, China Author
Mengmeng Li Dalian University of Engineering, Dalian, China Author

DOI:

https://doi.org/10.70088/e7e5q510

Keywords:

cultural immersion, ideological and political education, engineering education, historical approach, intangible cultural heritage

Abstract

Against the backdrop of curriculum-based ideological and political education in the new era, engineering and technology education has long prioritised professional skills training, with relatively weak cultural value guidance. As a result, many engineering students exhibit strong technical competencies, yet their understanding of fine traditional Chinese culture remains fragmented and superficial. History, however, embodies the technological wisdom and spiritual core of a nation. Integrating historical resources into engineering classrooms through culturally immersive teaching can effectively bridge the gap between professional knowledge transmission and cultural value shaping. This paper, grounded in the current state of engineering education, analyses the theoretical logic of history-based cultural education in engineering courses and identifies the practical challenges confronting existing cultural education efforts. It then constructs a three-pronged implementation path-curriculum immersion, intangible cultural heritage integration, and practice empowerment-across three dimensions: reconfiguring classroom teaching, deeply integrating intangible cultural heritage skills, and building innovative practice platforms. Furthermore, a multi-collaborative support mechanism is established, encompassing faculty development, teaching resources, evaluation incentives, and reform promotion models. The study demonstrates that teaching grounded in the history of technological development, traditional construction intangible cultural heritage skills, and simulated restoration of ancient buildings can effectively achieve a deep integration of professional knowledge, historical understanding, and value shaping. This provides a replicable and scalable practical paradigm for implementing ideological and political education in engineering courses, ultimately contributing to the cultivation of a new generation of engineers who possess both solid engineering competence and strong cultural confidence.

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