Research on the Integration of Chinas Outstanding Traditional Culture into the Ideological and Political Education Curriculum Mechanisms in Vocational Undergraduate Colleges in the New Era
DOI:
https://doi.org/10.70088/ga7c7104Keywords:
traditional chinese culture, vocational education, ideological education, cultural immersion, educational mechanismAbstract
The new era represents a critical phase for advancing the construction of a strong education system and fulfilling the fundamental mission of fostering virtue through education. However, ideological and political education courses in vocational undergraduate institutions face prominent challenges such as homogenization and an overemphasis on technical skills at the expense of moral cultivation. Chinas excellent traditional culture embodies spiritual core values—including self-cultivation, ethical integrity, professional dedication, and the sense of duty toward both family and nation—which align closely with the goal of shaping character and nurturing talent within vocational undergraduate ideological and political education, serving as a vital resource for enhancing the effectiveness of this educational approach. Currently, most vocational undergraduate institutions merely superficially integrate traditional culture into their ideological and political classrooms, yet they commonly suffer from shortcomings such as outdated educational philosophies, fragmented curriculum systems, limited educational platforms, a shortage of interdisciplinary faculty, and the absence of long-term operational mechanisms. Based on the requirements for the high-quality development of vocational undergraduate education, this paper examines the intrinsic compatibility and contemporary value of integrating these two domains, identifies current educational challenges, and proposes a closed-loop cultural immersion education mechanism across five dimensions—content, classroom instruction, practice, faculty, and institutional frameworks—to explore pathways for empowering ideological and political education through culture. The aim of this study is to enrich the cultural depth of ideological and political classrooms, enhance their educational effectiveness, guide vocational undergraduate students toward strengthening their cultural confidence and cultivating a craftsman spirit, and provide theoretical and practical references for the advancement and innovation of ideological and political education in vocational undergraduate institutions.References
Y. Tianzuo, X. Xiaomei, and J. Yuqi, “Vocational education in China,” Educ China World, p. 361, 2025.
G. Wang, “‘A cultured man is not a tool’: the impact of confucian legacies on the standing of vocational education in China,” J. Vocational Educ. Train., vol. 76, no. 1, pp. 179–196, 2024.
W. Li, “The Teaching Value of Traditional Culture in Chinese Language and Literature Based on Big Data Analysis and Its Application in Vocational Education,” Int. J. Hous. Sci. Appl., vol. 47, no. 1, p. 292, 2025.
D. Guo and A. Wang, “Is vocational education a good alternative to low-performing students in China,” Int. J. Educ. Dev., vol. 75, p. 102187, 2020.
J. Tobin, Y. Hsueh, and M. Karasawa, Preschool in Three Cultures Revisited: China, Japan, and the United States. Chicago, IL: University of Chicago Press, 2009.
E. H. Schein, “Culture: The missing concept in organization studies,” Admin. Sci. Q., pp. 229–240, 1996.
J. J. Tobin, D. Y. Wu, and D. H. Davidson, Preschool in Three Cultures: Japan, China, and the United States. New Haven, CT: Yale University Press, 1989.
H. C. Hu, “The Chinese concepts of ‘face’,” Am. Anthropol., vol. 46, no. 1, pp. 45–64, 1944.
J. Xiong, “Understanding higher vocational education in China: Vocationalism vs Confucianism,” Front. Educ. China, vol. 6, no. 4, pp. 495–520, 2011.
Y. Cheng and M. Wu, “Navigating Change—The Intersection of Government Policy and Pedagogical Innovation in Chinese Vocational Education,” Adv. Curriculum Des. Educ., vol. 1, no. 2, pp. 1–13, 2025.
N. Gyimah, “Assessment of Technical and Vocational Education and Training (TVET) on the development of the World's Economy: Perspective of Africa, Asia and Europe,” Asia Eur. J., Feb. 19, 2020.
B. Jiang, “Research on the application of Chinese traditional culture teaching in higher vocational education,” Educ. Sci.: Theory Pract., vol. 22, no. 2, 2022.
F. W. Mote, Imperial China, 900–1800. Cambridge, MA: Harvard University Press, 2003.
M. Cortazzi and L. Jin, “Cultures of learning: Language classrooms in China,” in Society and the Language Classroom, 1996, pp. 42.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Dongyu Jiang, Hongwei Tao (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
