Research on Innovative Pathways for Integrating Ideological and Political Education into International Finance Courses from the Perspective of New Quality Productive Forces

Abstract

This study systematically examines the integration of ideological and political education (IPE) into international finance courses in Chinese universities within the framework of new-quality productive forces. The research identifies several key challenges hindering effective integration, including unclear educational objectives for IPE, insufficient alignment between ideological content and professional knowledge, a lack of diversified and interactive teaching models, and incomplete evaluation and quality assurance mechanisms. These issues constrain the cultivation of both professional competence and social responsibility among students, limiting the effectiveness of IPE in shaping globally aware and ethically responsible financial professionals. In response to the ongoing digital transformation of higher education, this paper proposes a series of innovative strategies for curriculum design and pedagogical implementation. First, it emphasizes the clarification of training objectives and the construction of a competency-based system that integrates professional expertise, global perspective, ethical awareness, and social responsibility. Second, it advocates for a blended teaching model that combines theoretical instruction, case-based learning, simulations, and practical training, thereby enhancing both knowledge acquisition and application skills. Third, it highlights the role of digital technologies in enabling precise allocation of learning resources, real-time feedback, personalized guidance, and continuous learning monitoring, ensuring that students' learning paths are adaptive and data-informed. Finally, the study recommends establishing a multi-dimensional evaluation framework that encompasses formative and summative assessments, peer review, and self-reflection, supported by quality assurance mechanisms to monitor the effectiveness and sustainability of IPE integration. Through these approaches, the study seeks to provide practical and theoretical insights into the deep integration of ideological and political education with professional finance training. By fostering students' professional capabilities, global awareness, and civic consciousness, the proposed framework aims to cultivate high-caliber financial talent equipped to contribute effectively to both national development and the evolving global financial landscape. The findings offer valuable guidance for universities, policymakers, and educators seeking to advance innovative, digitally enabled, and socially responsible financial education aligned with the principles of new-quality productive forces.