A deep learning-based method for improving the efficiency of integrating multimedia teaching resources in Civics and Political Science courses in universities, middle schools and elementary school
Published Online: Mar 17, 2025
Received: Oct 29, 2024
Accepted: Feb 03, 2025
DOI: https://doi.org/10.2478/amns-2025-0336
Keywords
© 2025 Tianzuo Wang, published by Sciendo
This work is licensed under the Creative Commons Attribution 4.0 International License.
In the context of the new era, the party and the state have put forward higher requirements for the reform of the Civic and Political Science course. As a key course for cultivating morality and nurturing people, the integrated teaching of Civics and Political Science courses in universities and primary and secondary schools is particularly important. The integrated teaching of Civics and Political Science courses in universities and primary and secondary schools is a systematic project that involves the goal of nurturing, the content of nurturing, the way of nurturing, the team of nurturing, and the evaluation of nurturing [1]. It has an important status and value in terms of improving the relevance and effectiveness of the teaching of Civics and Political Science classes, enhancing the articulation of the teaching process of Civics and Political Science classes in universities and elementary school, and improving the professionalism of teachers of Civics and Political Science classes in universities and elementary school [2]. With the rapid development of Internet technology, the ideological and political education theory course is facing a new development opportunity, “Internet + Civics” integration innovation, not only enriches the means and forms of classroom teaching, but also expands the idea of integration construction of ideological and political courses in universities and primary and secondary schools [3]. With the help of network resources for network teaching, we should seize this development opportunity, establish a sense of common construction and sharing, and explore new ideas for the systematic development of the education system of ideological and political courses in universities and primary and secondary schools in the new era [4-7]. Objectively speaking, in the reality of educational practice, all stages of education and teaching are characterized by problems such as stale and repetitive teaching content, the existence of classroom teaching effect is average or even poor, and it is difficult to promote the integrated construction of Civics and Political Science courses in universities, middle schools and elementary school [8-10]. To crack the problem of constraints on China’s education development with education informatization, it is necessary to optimize and integrate the scattered development methods, and promote the integrated development of teaching and learning of network resources in universities, middle schools and elementary school, which is needed to cope with the current reality of the logic of the scarcity of high-quality resources [11-12]. And the use of deep learning technology to enhance the efficiency of the integration of teaching resources of the ideology and politics courses in universities, middle schools and elementary school, can solve the problems of simple repetition, content fragmentation, lack of integration and wholeness of the content of the curriculum resources of all school segments to achieve a gradual and progressive effect, which is the inherent requirement of the network resources co-construction and sharing is in a spiral [13-15].
Literature [16] describes the integrated development strategy of ideological and political education in universities, secondary schools and elementary school, including the strengthening of systematic thinking, the promotion of educational integration, the construction of an integrated discourse, and the mechanism of collaborative education, which is aimed at guaranteeing the effective development of ideological and political education. Literature [17] puts forward the teaching reform strategy and teaching practice principle of “three teaching and three reforms” of teaching content, teaching methods and teaching concepts, which effectively solves a series of teaching problems in the integration and reform of ideological and political theory courses, and provides a certain theoretical basis for the integration of ideological and political theory courses in universities, secondary schools and primary schools. Literature [18] shows that the integration construction of ideological and political education in universities, secondary schools and elementary school based on the Internet can form a synergy in the education of various school-age groups, which in turn promotes the further development of ideological and political education, and puts forward the integration of educational resources, rationalization of the educational process, and optimization of the teaching measures in order to solve the existing educational integration problems. Literature [19] makes it clear that the integration of ideological and political education in primary and secondary schools should focus on integration, continue the achievements of primary and secondary schools’ ideological and political education, grasp the positioning and responsibility of universities, and put forward reasonable practical teaching strategies to expand the dimension and depth of education in response to the problems of college students’ cognitive mode and way of thinking. Literature [20] emphasizes that realizing the integration of ideological and political courses in primary and secondary schools is an important initiative under the new situation in the new era, indicating that strengthening the organizational mechanism to ensure, deepening the exchange and cooperation of teachers and focusing on the articulation of teaching content is an effective way to promote the integration of ideology and politics in primary and secondary schools. Literature [21] pointed out that the lack of integration of various types of resources, the lack of connection between theory and practice, and the lack of unified deployment are the challenges of the ideological and political courses of the times, and once again the background of the “big ideological and political course” reform and innovation, the requirements to promote the integration of large and small schools and schools of the construction of the ideological and political construction of integrated courses, which will help to improve the relevance and holistic ideological and political course design.
This paper is based on Python language to obtain multimedia teaching resources for Civics and Political Science classes in universities, middle schools and elementary school, in order to prevent program errors from occurring when performing the task of crawling teaching resources, this paper designs a crawler maintenance program to ensure the reliable crawling of teaching resources. Ant colony algorithm is introduced to provide heuristic guidance to the focus crawler, and based on the classifier architecture, the focus crawler crawling model based on ant colony algorithm is constructed to realize the crawling of teaching resources. The K-means clustering algorithm is used to classify and integrate according to the course content and curriculum standards of different school segments, so as to make the multimedia teaching resources of Civics and Political Science courses in universities, middle schools and elementary school share better. Design a SOAP resource interchange model, deploy each database as a Web Service by setting a SOAP agent, and provide query, update, and sharing of resource data.Generate a platform-based user security authentication optimization method based on the MD5 information digest algorithm to guarantee the normal operation of a multimedia teaching resources sharing platform for large, medium, and small civics courses. Introducing SOAP into the teaching resource sharing platform, building a deep learning environment, designing functional modules for teaching resource sharing, and finally completing the design of the multimedia teaching resource sharing platform for Civics and Political Science classes in universities, middle schools and elementary school. Comparison experiments are designed using the crawled teaching resources data to analyze the performance of this paper’s platform in terms of classification and integration, pressure test, transmission delay and resource sharing, highlighting the realistic possibility of this paper’s multimedia teaching resources sharing platform for Civics and Political Science courses in primary and secondary schools to become an effective way to enhance the efficiency of the integration of multimedia teaching resources for Civics and Political Science courses in primary and secondary schools.
Python crawler is the core of the access to the multimedia teaching resources of the ideology and politics in schools and colleges, when performing the task of crawling teaching resources, the phenomenon of running the program error occurs, which leads to a certain deficiency in the crawler’s crawling efficiency and the reliability of the crawling results. In order to ensure the reliable crawling of teaching resources, this paper maintains the crawler program based on Python language [22].
Obtain abnormal data when focusing on crawler technology for teaching resources crawling, and use it as the basis for maintaining the crawling program. If the crawler crawls a complete and longest string of teaching resource information characters, n indicates the number of such characters, at this time, the Python language can be utilized to directly run the forward maximal matching, in accordance with the order of crawling in order to output the results of the teaching resource information characters, the number of which is indicated by m. Consider these characters as a single character and compare them to the crawling information of the relevant crawling program. If the two do not match, it means that the crawler program has abnormal data in the crawling process. The crawling program formula mentioned above is:
After obtaining the abnormal data, the objective function is constructed based on it, and the abnormal data obtained is substituted into the objective function to realize the maintenance of the crawling program. If the deep learning is denoted by
After obtaining all the abnormal data
In this paper, ant colony algorithm is introduced to heuristically guide the focused crawler, and based on the classifier architecture, the focused crawler crawling model based on ant colony algorithm is formed, and the structure is shown in Fig. 1 [23]. The whole model is composed of crawling sub-modules, resource location evaluation sub-modules, and classifier sub-modules. The main role of the crawling sub-module is to connect the other two modules, which can obtain the highest-scoring teaching resource positioning result in the resource positioning evaluation sub-module, and at the same time determine the webpage corresponding to this positioning result, and complete the division of the webpage. The classifier submodule determines the connection between the webpage and the teaching resource topic, and uses this information as a guide for the focused crawler to search for the teaching resource on the internet.Based on the obtained relevance results, the resource localization evaluation submodule guides the crawling process of the focused crawler through the ant colony algorithm to crawl teaching resources.
Model structure
Running system: Ubuntu 25.13 LTS.
Software base: Python 2.8.8, Anaconda 1.3.1(48 bit), Chrome 29.0.3321.87(48 bit).
Hardware settings: CPU main frequency 3.0GHz, running memory 4.0GB.
Two groups of experiments are set up, one group applies the traditional teaching resource crawling method to crawl the multimedia teaching resources of Civics and Politics in universities, schools and colleges, and serves as the control group. One group uses the Python teaching resources crawling method with the ACO algorithm designed in this paper to crawl teaching resources as an experimental group.
First, according to the different learning characteristics of students in different school segments in universities, secondary schools and elementary school, teachers make suitable teaching programs and design teaching methods that are integrated with school segments. Secondly, organize the information needed to be used in the teaching plan and summarize it into different fields. Once again, input different fields into the traditional crawler model and the crawler model proposed in this paper in turn, record the number of results and crawling time of the two methods, and distinguish the number of effective crawling results.
The results of crawling for both methods are depicted in Fig. 2, where Tc-t, Ec-t, Tc-o, Ec-o represent the total number of crawling and effective crawling of the traditional method and the total number of crawling and effective crawling of the method in this paper, respectively. The results of crawling multimedia teaching resources of Civics and Political Science courses in primary and secondary schools using the traditional method are significantly less than the results of crawling with the method designed in this paper. It can be seen by comparison that less than 50% of the valuable results are obtained by crawling with traditional methods, while the results of crawling with the method designed in this paper are significantly higher than those of traditional methods, and the percentage of valuable results is nearly 90%. It is fully demonstrated that the teaching resources crawling method designed in this paper can effectively obtain multimedia teaching resources for Civics and Political Science classes in primary and secondary schools for subsequent research.
The crawling results of teaching resources
In this paper, after using crawler technology to obtain multimedia teaching resources of Civics and Political Science courses in universities, schools and colleges, the classification and integration are carried out according to the course contents and curriculum standards of different school years. The collected course data is analyzed and calculated using a clustering algorithm.
Let k in the K-means algorithm refer to the number of course data classified by the sample. The implementation process of the algorithm is as follows:
Assume a given curriculum standard training sample (
Randomly select k clustered center of mass points and denote them as
Operate the following steps in a loop until convergence.
Compute the cluster to which each sample
Calculate the magnitude of course content similarity between each course data sample and the center of mass point, select the center of mass point that has a small distance from the course data sample, and at the same time classify the samples that have the same distance from the center of mass point into the same cluster to complete the initial classification of the course data sample.
Recalculate the center of mass of each cluster, set
Use the average of the sample data from the same category as the center of mass point update. Repeat the above operation until convergence. For the collected data, eliminate the redundant units and convert them into numerical data. Normalize the collected data for large differences in values to keep all values within reasonable limits.
SOAP, as a lightweight communication protocol, generally utilizes the HTTP protocol as a pure carrier.The definition framework model for SOAP messages is to treat the SOAP envelope as the root element and cover all kinds of SOAP sub-elements as XML documents, and all SOAP messages are encoded using the XML schema.The process of SOAP resource interchanging is shown in Fig. 3, which sets up SOAP proxies, which are used in every database is deployed as a Web Service to provide querying, updating and sharing of resource data.
SOAP resource interchange
In this paper, the normal operation of the multimedia teaching resources sharing platform for Civics and Political Science classes in universities and elementary school is guaranteed through user security authentication. The optimization method of platform user security authentication based on MD5 information digest algorithm is proposed to enhance the security of platform users while providing them with quality service experience [24].
MD5 algorithm to fill the data is to expand the data to a length of
Setting the basis of the 4 MD5
Let the base press bit be (
Multiple 32-bit buffers are utilized to derive the message digest, and the four buffers corresponding to MD5 are set to
If the four link variables are set, they can be assigned corresponding weights
MD5 information digest algorithm can be used for identity judgment of multimedia teaching resources sharing platform for Civics and Political Science class. Using the one-at-a-time encryption method to prevent malicious attacks, using an arbitrary value, user password and the rest of the data for user identity verification, the specific verification calculation process is as follows:
In order to reduce the repetition rate, the server adds an arbitrary value and the current time in the process of composing a string, that is, the server generates an arbitrary value
After the client receives the user password plaintext PW, it uses a specific method to encrypt this plaintext as in equation (13):
The MD5 algorithm is applied to process the sequences generated by the server in depth to obtain the final user identity judgment data and transfer the MD data to the server, defining the process as equation (14):
In the server program, the MD5 message digest algorithm is used to check the user’s password ciphertext and send a confirmation message.The client sends the ciphertext and hides it, then uses the user’s information to finish the login.If the login completion message is not received for a period of time, the user’s login information is disabled to achieve high-quality user security authentication.
In this paper, the teaching resource sharing platform divides the main business functions into three modules: the teacher module, the student module, and the auditor module. To synthesize the actual needs of different users, SOAP is introduced into the teaching resource sharing platform to build a deep learning environment, and the overall structure of the system is shown in Figure 4.
Teaching resource sharing module
In order to verify the effect of the deep learning-based multimedia teaching resource sharing platform for Civics courses in universities, middle schools and elementary school designed in this paper in practical applications, this paper conducts experimental tests. In order to meet the operating environment of deep learning technology, it is necessary to build a corresponding experimental environment. This paper utilizes the network crawler method described in the previous section to obtain a large number of multimedia teaching resources data for Civics and Political Science classes in universities and primary and secondary schools, and transmits the obtained resource data to the computer. Using a clustering algorithm, classify and integrate the acquired resources, obtain the corresponding integration results, and store them.Using the communicator to transmit the acquired teaching resources can ensure that the acquired resources can be safely and stably transmitted to the corresponding location.
In order to improve the reliability of the experimental results in the above experiments, it is necessary to set the corresponding experimental parameters. The specific settings are shown in Table 1.
Experimental parameter setting
| Serial number | Experimental parameter | Parameter value |
|---|---|---|
| 1 | Number of network nodes | 500 |
| 2 | Data transmission rate | 30Mbps |
| 3 | Memory | 4.0GB |
| 4 | Hard disk capacity | 60GB |
| 5 | Database | MySQL |
In order to verify the effectiveness of the method of this paper, the multimedia teaching resources integration method based on K-means clustering algorithm for Civics and Political Science classes in primary and secondary schools and colleges is taken as the experimental group, the teaching resources integration method based on genetic algorithm is taken as the control group I, and the teaching resources integration method based on the back-propagation neural algorithm is taken as the control group II, and the experiments are analyzed in a comparative manner. The input data of the samples are shown in Table 2. In order to ensure the experimental results, the 1st group program is the indicator
Sample input data
| Index | Data 1 | Data 2 | Data 3 | Data 4 | Data 5 | Data 6 |
|---|---|---|---|---|---|---|
| 0.50 | 1.00 | 1.50 | 2.00 | 2.50 | 3.00 | |
| 2.78 | 2.78 | 2.78 | 2.78 | 2.78 | 2.78 | |
| 2.64 | 2.64 | 2.64 | 2.64 | 2.64 | 2.64 | |
| 3.43 | 3.43 | 3.43 | 3.43 | 3.43 | 3.43 | |
| 2.71 | 2.71 | 2.71 | 2.71 | 2.71 | 2.71 | |
| 1.82 | 1.82 | 1.82 | 1.82 | 1.82 | 1.82 | |
| 2.58 | 2.58 | 2.58 | 2.58 | 2.58 | 2.58 | |
| 2.69 | 2.69 | 2.69 | 2.69 | 2.69 | 2.69 | |
| 1.86 | 1.86 | 1.86 | 1.86 | 1.86 | 1.86 | |
| 2.63 | 2.63 | 2.63 | 2.63 | 2.63 | 2.63 | |
| 2.74 | 2.74 | 2.74 | 2.74 | 2.74 | 2.74 |
The number of clustered samples from the three methods at different times is shown in Figure 5, where the band shading is the error band. As can be seen from Fig. 5, it takes 78s for control group I to complete the clustering of 5 samples, 84s for control group II to complete the clustering of 5 samples, and 64s for experimental group I to complete the clustering of 5 samples.The experimental results show that experimental group I has a faster convergence speed of clustering compared with the control group.
The three methods of clustering at different times
Figure 6 shows the clustering integration effect of the K-means algorithm on multimedia teaching resources for Civics and Political Science classes in universities, secondary schools, and elementary schools. It can be seen that the K-means algorithm successfully realizes the clustering of university, secondary school and elementary school teaching resources, and the clustering effect is better, the data boundaries of various types of teaching resources are clear, and there is no overlap or wrong clustering situation. Combined with the clustering time of the algorithm, the excellent performance of the teaching resources integration method for university, secondary, and elementary school Civics courses proposed in this paper can be illustrated.
Algorithm clustering results
Based on the experimental environment built in the previous section, the performance of the designed teaching resource sharing platform was stress-tested under different experimental numbers in this paper, and the results are shown in Table 3. Analyzing the experimental results, it can be observed that in Experiment No. 1, when the server CPU usage is 50%, memory occupancy is 60%, and there are 45 clients and 200 concurrent connections, the average response time of the platform is 1.1 s, and the throughput is 120 MB/s. This indicates that the platform performs well under lower server load and network conditions. The data in Experiment No. 3 shows that under heavier server load (70% CPU utilization and 70% memory usage) and when the number of clients increases to 60 and the number of concurrent connections reaches 450, the average response time increases to 1.8s and the throughput decreases to 107MB/s. This indicates that the increase in server load affects the performance of the platform, but the platform is still able to maintain smooth and effective operation in general. Successfully passed the stress test set up in this paper.
Stress test results
| Experimental serial number | CPU usage(%) | Memory occupancy rate(%) | Number of clients | Concurrent number | Network bandwidth(Mbps) |
|---|---|---|---|---|---|
| 1 | 50 | 60 | 45 | 200 | 150 |
| 2 | 65 | 75 | 75 | 300 | 120 |
| 3 | 70 | 70 | 60 | 450 | 150 |
| 4 | 60 | 65 | 55 | 500 | 120 |
| 5 | 85 | 85 | 65 | 250 | 120 |
| 6 | 55 | 75 | 75 | 550 | 120 |
| 7 | 60 | 80 | 70 | 400 | 150 |
| 8 | 65 | 65 | 85 | 250 | 150 |
| 9 | 75 | 80 | 100 | 300 | 120 |
| 10 | 80 | 75 | 95 | 400 | 150 |
| Experimental serial number | Network delay(ms) | Packet loss(%) | Resource size(MB) | Mean response time(s) | Throughput(MB/s) |
| 1 | 15 | 0 | 105 | 1.1 | 120 |
| 2 | 10 | 0 | 100 | 1.3 | 113 |
| 3 | 15 | 0 | 105 | 1.8 | 107 |
| 4 | 20 | 0 | 95 | 2.4 | 101 |
| 5 | 15 | 1 | 100 | 2.6 | 94 |
| 6 | 30 | 0 | 200 | 1.8 | 103 |
| 7 | 25 | 0 | 150 | 1.9 | 105 |
| 8 | 45 | 2 | 225 | 2.3 | 99 |
| 9 | 30 | 1 | 173 | 2.2 | 101 |
| 10 | 225 | 0 | 168 | 2.7 | 87 |
The method of sharing teaching resources for Civics and Political Science courses in universities, schools and colleges proposed in this paper is compared with the method of sharing digital courses and high-quality teaching resources (Method A), and the method of sharing cross-regional digital resources for engineering management majors (Method B) for the comparison test of transmission latency in order to validate the effectiveness of the platform designed in this paper. The results of transmission delay comparison are shown in Figure 7. From the figure, it can be seen that when resource sharing is carried out using the method proposed in this paper, the overall transmission delay is low, and with the increase of transmission volume, the transmission delay further reduces rapidly and tends to stabilize. When using digital courses and high-quality teaching resources sharing method, the transmission delay is close to that of the method proposed in this paper, but it stabilizes slower.When adopting the cross-regional digital resource sharing method for engineering management, the transmission delay decreases more slowly and the overall transmission delay is higher.At the same time, the transmission delay of the method proposed in this paper is always shorter, which can effectively improve the efficiency of sharing teaching resources.
Transmission delay comparison results
Control experiments are set up according to the experimental parameters in Table 1. In this paper, the deep learning-based multimedia teaching resources sharing method for Civics and Political Science courses in primary and secondary schools is Method 1, the traditional teaching resources sharing method is Method 2, and the Internet of Things (IoT)-based teaching resources sharing method is Method 3, and the resource utilization rate of the methods is used as the evaluation index to compare the effects of the three methods in practical application. In this paper, three methods are used to share multimedia teaching resources for Civics and Political Science classes in primary and secondary schools and universities, and the resource utilization rate in the sharing process is counted, and the results are shown in Table 4. The resource utilization rate of method 1 is 99.93% at the highest and 95.11% at the lowest, while the resource utilization rate of method 2 is 86.42% at the highest and 80.29% at the lowest, and the resource utilization rate of method 3 is 68.53% at the highest and 65.32% at the lowest. It can be seen that the resource utilization rate of method 1 is higher, and in many experiments, the resource utilization rate is kept above 95.11%, which is better than that of methods 2 and 3. Therefore, the method designed in this paper has a better sharing effect in practical application.
The Shared results of three methods
| Experimental frequency | Resource utilization | ||
|---|---|---|---|
| Method 1 | Method 2 | Method 3 | |
| 1 | 99.93 | 83.47 | 67.92 |
| 2 | 99.76 | 84.28 | 67.84 |
| 3 | 99.83 | 81.37 | 68.53 |
| 4 | 99.72 | 80.63 | 67.06 |
| 5 | 98.54 | 86.42 | 66.49 |
| 6 | 98.67 | 84.36 | 66.83 |
| 7 | 95.43 | 85.41 | 66.04 |
| 8 | 95.11 | 83.23 | 65.32 |
| 9 | 96.09 | 81.54 | 66.17 |
| 10 | 97.58 | 80.29 | 66.21 |
This paper is based on deep learning technology to design a multimedia teaching resources sharing platform for Civics and Political Science courses in universities, colleges, and schools.Using Python language to generate a web crawler program to obtain teaching resource data, and combining it with the K-means algorithm to achieve classification and integration of teaching resources.The crawled resource data is imported into the sharing platform, and experiments are designed to test the performance of the teaching resource sharing platform in this paper. The k-means algorithm in this paper takes 64s to complete the clustering of 5 kinds of sample data, which is 14s and 20s lower than the time based on genetic algorithm and back propagation neural algorithm, and has a faster convergence speed of clustering.And the algorithm for clustering various types of teaching resources results in clear boundaries, no overlap, or incorrect clustering, and other phenomena.It shows that the method proposed in this paper can effectively integrate teaching resources for Civics and Political Science courses in universities, schools, and colleges. In the stress test, the average response time is 1.1s and the throughput is 128MB/s when the platform is at 50% CPU utilization, 60% memory occupation, 45 clients, and 200 concurrent connections.When there is a constant increase in server load, the platform’s maximum average response time is 2.7s, and the minimum throughput is 87MB/s.The overall condition is in good condition, and it can successfully pass the stress test. In addition, the transmission delay of this paper’s method is always shorter, and the utilization rate of multimedia teaching resources for the acquired Civics and Political Science courses in universities, middle schools and elementary school reaches up to 99.93%, and the lowest rate can still be maintained at 95.11%, which is obviously superior to the traditional teaching resource sharing and the Internet of Things-based teaching resource sharing methods. It shows that the teaching resource sharing platform designed in this paper can be an effective means to improve the integration efficiency of multimedia teaching resources for Civics and Political Science courses in universities and primary and secondary schools.
2022 Guangdong Provincial Education Science Planning Project (Higher Education Special): Research on the Integration of Ideological and Political Courses in Primary and Secondary Schools Focusing on the “First Classroom” (Project No.: 2022GXJK375);
2022 Guangdong Province Continuing Education Quality Enhancement Project: Exploring the Reform of Mixed Teaching Methods in Continuing Education Civics and Political Science Courses--Taking “Introduction to Mao Zedong Thought and the Theoretical System of Socialism with Chinese Characteristics” as an Example (Project No. JXJYGC2022GX514);
2023 Undergraduate Teaching Quality and Teaching Reform Project in Guangdong Province: Exploration of online and offline Mixed Teaching Method Reform of “Situation and Policy” (Item 1148);
Zhaoqing City in 2024 Philosophy and Social Science Planning Project: Research on the Rural Civilization Construction of Xi Jinping’s Cultural Thought (No.24 GJ-238)
2024 Research Project on Ideological and Political Education in Private Universities of Guangzhou Institute of Applied Science and Technology: Research on the Integration of Ideological and Political Courses in Universities, Primary and Secondary Schools (Project No.: Gzdxstxy2024-01);
Teaching Quality and Teaching Reform Project of Guangzhou Institute of Applied Science and Technology in 2023: Exploration of online and offline Mixed Teaching Method Reform of “Situation and Policy” (Project No.:2023JG002);
Guangzhou University of Applied Science and Technology 2023 university-level first-class undergraduate course program: “Situation and Policy” online and offline hybrid first-class undergraduate course (Project No.: 2023KC015);