Research on the Implementation Strategy of the Integration of Students’ Civic and Political Education and Information Technology in Innovation and Entrepreneurship Education in Colleges and Universities

Innovation and entrepreneurship education is a kind of “employment-based” education, but also a kind of “developmental” education, not only reflecting the connotation of vocational education, but also highlighting the innovation of education and the cultivation of students’ practical ability, which is the objective requirement of the development of modern education and the inevitable choice for the reform of education and teaching in colleges and universities. It is not only the objective requirement of modern education development, but also the inevitable choice of education and teaching reform in colleges and universities [1–4]. Innovation and entrepreneurship education can cultivate students’ innovation ability and entrepreneurial consciousness, promote cooperation between academia and industry, and cultivate students’ lifelong learning ability and adaptability. While strengthening innovation and entrepreneurship education, colleges and universities should pay more attention to the integration of students’ ideological education and information technology in innovation and entrepreneurship education, and the integration of the two is an important way to promote the good development of innovation and entrepreneurship in order to cultivate more talents with innovative thinking and entrepreneurial spirit [5–8].

The rapid development of information technology affects all aspects of social life. Colleges and universities, as an important place to cultivate high-quality talents, ideological and political education is an important way to carry out its human education activities, aiming to cultivate high-quality talents with both moral and intellectual abilities [9–11]. If ideological and political education in colleges and universities wants to better implement the fundamental task of cultivating people with moral integrity, it is necessary to integrate ideological and political education and information technology in depth, promote the development of ideological and political education with the advantages of information technology, and build a new relationship between ideological and political education and information technology double-body collaboration, so as to enhance the effectiveness of ideological and political education to achieve the development of education modernization, and to lay a solid foundation for the construction of a strong educational country [12–15].

The study constructed the evaluation index system of the effect of innovation and entrepreneurship education in colleges and universities from four aspects: entrepreneurial awareness, entrepreneurial ability, innovation practice, and innovation achievements. On this basis, the group G1 method and nonlinear weighting method were applied to complete the evaluation index assignment and evaluation model design, and construct the evaluation system of the effect of innovation and entrepreneurship education in colleges and universities. Based on the empirical results of empowerment, the key influencing factors of the effect of innovation and entrepreneurship education in colleges and universities under the perspective of ideological education are obtained, and specific measures to enhance the effect of innovation and entrepreneurship education in colleges and universities are proposed. After the implementation of the strategy, a questionnaire survey is designed to count the students’ satisfaction and judge the effectiveness of the strategy’s implementation.

2

The role of civic education in the development of innovation and entrepreneurship education in colleges and universities

2.1

Strengthen the ideological awareness of college students and promote the popularization of the concept of healthy entrepreneurship

Civic education plays a key role in higher education, not only because it teaches students correct values and a deep sense of social responsibility, but also because it is able to transform these theoretical concepts into practical actions. The core of this kind of education does not only stay at the theoretical level of teaching, but goes deeper into how to integrate the values and sense of social responsibility into students’ daily life and future career planning, especially the practical application in entrepreneurial activities. For example, in the process of entrepreneurship, a student with a healthy entrepreneurial philosophy is more likely to pursue economic benefits while upholding moral ethics and social responsibility, and focusing on its long-term impact on society and the environment. This entrepreneurial spirit, which integrates morality, responsibility, and innovation, is especially crucial in contemporary society, which not only promotes sustainable economic development, but also helps to promote the overall progress of society. Therefore, in the development of innovation and entrepreneurship education in colleges and universities, the importance of civic and political education cannot be ignored.

2.2

Cultivating the problem-solving skills of university students and improving the quality of entrepreneurship

In their journey of innovation and entrepreneurship, students will inevitably encounter a variety of unexpected challenges. In these situations, having excellent problem-solving skills is crucial to their success. By developing critical thinking and analytical skills, Civic Education provides students with the tools to make rational judgments and decisions in the face of complex problems. For example, in class discussions and case study sessions, students are encouraged to question traditional ideas and explore diverse solutions to problems. This learning process not only enhances their independence of thought, but also enhances their adaptability and resilience in the face of uncertainty and complexity. In addition, the emphasis on moral and ethical values in Civic Education is important for enhancing the overall quality of entrepreneurship programs. Morals and ethics are important factors that cannot be ignored in business decision-making, especially when it comes to topics such as social responsibility and sustainable development. By incorporating these ethics into civic education, students are able to more fully consider the possible impacts of their entrepreneurial plans on society and the environment, and thus make more responsible and forward-thinking decisions.

2.3

Cultivate college students’ awareness of innovation and promote the development of an innovative culture

Civic education implemented in colleges and universities has a significant impact on the cultivation of college students’ sense of innovation, which is especially crucial in promoting the development of an overall culture of innovation. This type of education not only imparts knowledge, but it also encourages and develops students’ innovative thinking. The cultivation of innovative consciousness is embodied in several aspects: first, Civic Education encourages students to think out of the traditional mode of thinking and cultivate their critical thinking and independent thinking ability. This way of thinking is the cornerstone of innovation, as it enables students to examine problems from different perspectives and thus propose innovative solutions [16]. Second, through case studies, teamwork, and simulated practical activities, Civic Education further strengthens students’ practical skills and innovative practices. In these activities, students learn how to apply theoretical knowledge to solve practical problems, and also learn how to think creatively and innovate when facing new challenges. This transition from theory to practice has greatly enhanced students’ ability to innovate. Through these ways, Civic Education has succeeded in cultivating students’ innovative consciousness in colleges and universities, and, more importantly, has promoted the development of an innovative culture at a broader social level.

3

Quality evaluation model of innovation and entrepreneurship education in colleges and universities based on cluster G1 method

In previous studies, scholars have mainly used the AHP method to evaluate innovation and entrepreneurship education. However, the AHP method has defects such as large subjective components and difficulty in meeting consistency requirements in the application process [17], therefore, this paper decides to adopt the cluster G1 method to assign weights to the evaluation indicators of the quality of innovation and entrepreneurship education of colleges and universities under the view of Civic and Political Education. The main process of cluster G1 method is: firstly, more than two experts are invited to make comparative judgment and weight assignment on the index system under a certain objective, secondly, the different or the same opinions of the experts on the order relationship are summarized, and finally, the results of the assignment are obtained after the data processing and calculation [18]. The advantages of the cluster G1 method include: orderpreserving, no need for consistency test, less influenced by a single expert’s opinion, exponential reduction of computation compared with the AHP method, and intuitive calculation results, which are easy to apply.

3.1

Constructing an evaluation indicator system

According to the principles of scientificity, feasibility and representativeness, by generalizing and classifying the original database of indicators, we get the quality evaluation index system of innovation and entrepreneurship education in colleges and universities under the perspective of Civic and Political Education as shown in Table 1. The indicator system contains 1 first-level indicator, 4 second-level indicators, and 12 third-level indicators. The first-level indicator is the quality of innovation and entrepreneurship education in colleges and universities, based on ideological and political education. The secondary indicators contain 4 aspects of entrepreneurial awareness, entrepreneurial ability, innovation practice and innovation results. Each secondary indicator contains 3 tertiary indicators, such as entrepreneurial awareness contains 3 indicators of entrepreneurial desire, entrepreneurial motivation and entrepreneurial spirit. Innovation practice contains 3 indicators of research participation rate, competition participation rate and practice activity participation rate. After completing the construction of the quality evaluation index system of innovation and entrepreneurship education in colleges and universities, we can set up corresponding questionnaires according to the index system, so as to get the observation value of the evaluation object on each index.

Table 1.

Education quality evaluation index system

Primary index	Secondary index	Tertiary index
University innovation entrepreneurship education quality	Entrepreneurial consciousness	Entrepreneurial desire A1
		Entrepreneurial motivation A2
		Entrepreneurship A3
	Entrepreneurial ability	Professional skill A4
		Professionalism A5
		Innovative ability A6
	Innovative practice	Scientific participation rate A7
		Competition rate A8
		Practice activity participation rate A9
	Innovative results	Professional research results A10
		Professional competition results A11
		Entrepreneurial rate A12

3.2

Indicator data pre-processing

After constructing the evaluation indicator system, the observed values of the evaluation object on each indicator can be obtained, but these observations have different units and orders of magnitude, which cannot be operated in the next step, and can be pre-processed by the indicators, i.e., the indicators can be processed by the indicator type consistency and the indicator dimensionless processing. 1)

Consistency of indicator types. Generally speaking, there are four types of indicators: “maximized” indicators (the larger the value of the indicator, the better), “extremely small” indicators (the smaller the value of the indicator, the better), “moderate” indicators (the value of the indicator is expected to take a certain value, the better), and “interval” indicators (the value of the indicator falls in a certain interval, the best), (the better to expect a certain value), and “interval” indicators (the best value for the indicator to fall within a certain interval). Since different types of indicators represent different value preferences, it is not possible to evaluate the evaluation object. Therefore, it is necessary to treat the indicators in a consistent manner.

For very small indicators, they can be converted to very large indicators by taking the reciprocal. For moderate indicators the following formula can be taken: 1 $x = {\begin{array}{l} \frac{2 (x - b)}{a - b}, b \leq x \leq \frac{1}{2} (a + b) \\ \frac{2 (a - b)}{a - b}, \frac{1}{2} (a + b) \leq x \leq a \end{array}$ where a,b is the allowable upper and lower bounds for indicator x. If the indicator x is an interval indicator, it can be converted to an extremely large indicator using the following formula: 2 $x = {\begin{array}{l} 1 - \frac{a - x}{c}, x < a \\ 1, a \leq x \leq b \\ 1 - \frac{x - b}{c}, x > b \end{array}$ where [a,b] is the optimal stabilization interval for the indicator x. a,b are the permissible upper and lower bounds of x.

2)

Dimensionlessness of indicators. Each indicator has its own scale and magnitude, which is not metric and cannot complete the calculation of the composite index. Therefore, in the calculation, the first step is to carry out the index of the dimensionless, so as to eliminate the influence of different indicators of different levels to the calculation of the composite index. Indicator of the dimensionless also known as indicator data standardization, normalization, it is through the method of mathematical transformation to eliminate the original indicator of the outline and the most level of the impact of the method. There are six commonly used methods, in this project we adopt the normalization method commonly used by many scholars, this method can retain the original attributes of the data itself (such as variance, mean, etc.), the specific formula is: 3 $Y_{1} = \frac{X_{i} - \bar{X}}{S}, among \bar{X} = \frac{1}{n} \sum_{i = 1}^{n} X_{i}, S = \sqrt{\frac{1}{n - 1} \sum_{i = 1}^{n} {(X_{i} - \bar{X})}^{2}}$

3.3

Evaluation method based on the cluster G1 approach

3.3.1

Rationale for the cluster G1 approach

The main idea of group G1 method is built on the basis of group decision-making and the principle of G1 method, which invites more than two experts (the number of experts is recorded as L) to compare the judgment of the same ranking problem under a certain goal, and ultimately combines the different or the same opinion of each expert to obtain a more accurate result of the assignment. Due to the existence of two cases in which experts have consistent or non-concordant views on the ranking problem. Therefore, these two situations need to be handled separately.

The first one is the case where the experts’ ordinal relations are consistent. The L experts invited to judge and rank the same indicator x₁, x₂, …, x_m, result in a completely consistent ordinal relationship, which we denote as x₁, x₂, …, x_m:

Suppose an expert p assigns importance to r_j(j = m, m – 1, ⋯, 3,2) as: 4 $r_{p 2}, \dots, r_{p m}, p = 1, 2, \dots, L$

The formula r_pj is satisfied by: r_p, j – 1 > 1/r_pj, j = m,m – 1, ⋯, 3,2; p = 1,2, ⋯, L. The judgmental information provided by the L experts is “synthesized” and the weights are calculated using the following formula: 5 $w_{m} = {(1 + \sum_{p = 2}^{m} \prod_{i = p}^{m} r_{i}^{*})}^{- 1}$

Style: 6 $r_{j}^{*} = \frac{1}{L} \sum_{p = 1}^{L} r_{p j}, j = 2, 3, \dots, m$

The second is the case where the experts’ ordinal relations are inconsistent. Assuming that q(1 ≤ q < L) experts out of the total number of experts agree on the results of the ordinal relationship for the ranking of the indicators, it is labeled as x₁ > x₂ > ⋯ > x_m.

In this case, the weight corresponding to indicator x_j can be calculated as $w_{1}^{*}, w_{2}^{*}, \dots, w_{m}^{*}$ , in accordance with the consistency of the ordinal relationships described above. In addition, there are also L – q experts who give inconsistent ordinal relations for the ranking of indicators, assuming that the ordinal relations given by them are recorded as 7 $x_{p 1} > x_{p 2} > \dots > x_{p m}, p = 1, 2, \dots, L - q$

Assuming that the importance assigned by expert p to the relationship between indicators x_p,j–1 and x_pj(p = 1,2,⋯,L – q; j = m,m – 1,⋯,3,2) is recorded as r_pj as in the above steps, the weight ofndcator x_pj can be calculated as w_pj.

For any expert p(1 ≤ p ≤ L – q), the set {x_kj} corresponds to the set {x_j}. Thus, based on the indicator order relations given by a particular expert p, we can all calculate the weights $w_{p j}^{* *}$ for indicator x_pj following the steps of the single G1 method. Then for each indicator j(1 ≤ j ≤ m), each expert can calculate a weight coefficient, and finally the L – q individual $w_{p j}^{* *}$ of a certain indicator will be arithmetically averaged, and its average value is the weight $w_{j}^{* *}$ of the indicator x_j with the following formula: 8 $w_{j}^{* *} = \frac{1}{L - q} \sum_{p = 1}^{L - q} w_{p j}^{''}, j = 1, 2, \dots, m$

Ultimately, the weights obtained from consistent order relations are “combined” with those obtained from inconsistent order relations, i.e., normalized. $w_{j} = a w_{j}^{*} + b w_{j}^{* *}$ , j = 1,2,⋯,m where a > 0, b > 0 and a + b = 1.

3.3.2

Determination of weighting factors

According to the basic ideas and steps of cluster G1 method, this paper invites four experts engaged in innovation and entrepreneurship education from a model university of innovation and entrepreneurship education reform to judge the ordinal relationship and assign the importance for the evaluation index system respectively. After the data processing of the ordinal relationship given by the four experts, the weight coefficients of the indicators of the evaluation system of the quality of innovation and entrepreneurship education in colleges and universities are finally obtained as shown in Table 2. The comprehensive weights of entrepreneurial awareness, entrepreneurial ability, innovation practice and innovation achievements are 0.236, 0.259, 0.219 and 0.286 respectively.

Table 2.

Education quality evaluation system index weight coefficient

Primary index	Secondary index	Composite weight	Tertiary index	Composite weight
University innovation entrepreneurship education quality	Entrepreneurial consciousness	0.236	Entrepreneurial desire A1	0.087
			Entrepreneurial motivation A2	0.097
			Entrepreneurship A3	0.095
	Entrepreneurial ability	0.259	Professional skill A4	0.091
			Professionalism A5	0.088
			Innovative ability A6	0.078
	Innovative practice	0.219	Scientific participation A7	0.099
			Competition A8	0.076
			Practice activity participation A9	0.053
	Innovative results	0.286	Professional research results A10	0.081
			Professional competition results A11	0.081
			Entrepreneurial rate A12	0.074

3.4

Evaluation Model of the Effectiveness of Innovation and Entrepreneurship Education in Colleges and Universities

After determining the quality evaluation index system of innovation and entrepreneurship education in colleges and universities, it is necessary to construct the quality evaluation model of innovation and entrepreneurship education in colleges and universities, i.e., the process of obtaining the quality evaluation results through the function arithmetic of the index weights corresponding to the above 12 evaluation indexes and the survey data. Linear weighted synthesis method and nonlinear weighted synthesis method are both commonly used comprehensive evaluation methods, which are widely used by scholars, and the difference between the two methods mainly lies in whether the evaluation indicators are interrelated. The evaluation system constructed in this paper has a strong correlation between the indicators, and it is appropriate to use the nonlinear weighted method to establish a comprehensive evaluation model of the quality of innovation and entrepreneurship education in colleges and universities. The model formula is: 9 $y = \prod_{i = 1}^{20} x_{i}^{w_{i}}$

Where y is the evaluation value of the effect of innovation and entrepreneurship education in colleges and universities, x_i is the evaluation index value of 12 evaluation indexes after index data preprocessing, and w_i is the corresponding index weight coefficient.

4

Empirical analysis of the evaluation of the effect of innovation and entrepreneurship education in colleges and universities

This paper uses University Z as an example to conduct empirical research. Among them, the original data of the evaluation indicators of the effect of innovation and entrepreneurship education in colleges and universities under the perspective of ideological and political education come from the Yearbook of University Z 2018-2022 and the school website of University Z. The evaluation of the effect of innovation and entrepreneurship education in colleges and universities under the perspective of ideological and political education is completed on the basis of the evaluation indexes, evaluation methods and evaluation models in the previous article. The advantages and disadvantages of integrating ideological and political education with innovation and entrepreneurship education at University Z are revealed. And relevant strategies are proposed as a way to enhance the effect of innovation and entrepreneurship education.

4.1

Empirical evaluation and analysis of results

4.1.1

Overall visit

Through the collection and organization of data, based on the evaluation index weights determined by the cluster G1 method, the evaluation model constructed is used to calculate the evaluation score of the effect of innovation and entrepreneurship education in University Z under the view of Civic and Political Education, and the overall examination is shown in Figure 1. From the evaluation value, the effect of innovation and entrepreneurship education in University Z shows a steady increase from 2018 to 2022, in which the evaluation value in 2022 is 0.7, which is 0.48 higher compared with the evaluation value in 2018 (0.22).This indicates that University Z has made a breakthrough progress in adhering to the fundamental task of cultivating people with moral integrity, integrating Civic and Political Education and Innovation and Entrepreneurship Education, and Exploring the establishment of a new mechanism for cross-cultivating innovative and entrepreneurial talents has been effective. In terms of year-by-year growth rate, the growth rate of innovation and entrepreneurship education at University Z shows an inverted “V” shaped evolution trend of rising and then falling, but the overall trend is rising. Specifically, the growth rate of innovation and entrepreneurship education at University Z has been steadily increasing from 2018 to 2022, reaching its peak level in 2020 with a growth rate of 65%. The reason for this is that University Z began to focus on innovation and entrepreneurship education reform in 2020, effectively playing the leading role of the Entrepreneurship College in innovation and entrepreneurship education, actively organizing and participating in all kinds of innovation and entrepreneurship activities for college students, strengthening the construction of on-campus and off-campus practice teaching bases, and giving full play to the value-oriented role of Civic and Political Education in innovation and entrepreneurship education. 2020-2022, the growth rate appears to be on a downtrend, and the teaching methods and cultivation Many factors, such as the constraints of teaching methods and cultivation modes, make the effect of innovation and entrepreneurship education in University Z gradually approach the limit. This shows that University Z needs to further reform innovation and entrepreneurship education in colleges and universities from the perspective of Civic and Political Education, and optimize the talent cultivation mechanism.

4.1.2

Structural Decomposition Examination

The evaluation value and year-by-year growth rate of the effect of innovation and entrepreneurship education in University of Z reflect the specific trend of the effect of innovation and entrepreneurship education in University of Z at the global level, which is of great significance for deeply grasping the evolution of the effect of innovation and entrepreneurship education in University of Z. In order to further promote the steady improvement of the effect of innovation and entrepreneurship education in University of Z and provide targeted suggestions for the reform of innovation and entrepreneurship education in University of Z, this paper analyzes the endogenous factors affecting the effect of innovation and entrepreneurship education of colleges and universities under the view of ideology and politics education based on the perspective of structural decomposition with the help of relative contribution rate method.

The results of structural decomposition of innovation and entrepreneurship education effect in University Z from 2018 to 2022 are shown in Table 3. From a static perspective, entrepreneurial ability plays an important role in the effect of innovation and entrepreneurship education in University Z, with an average contribution rate of 33.36%, which is at a high level compared with entrepreneurial awareness (28.96%), innovation practice (28.34%), and innovation results (9.34%). From a dynamic point of view, the contribution rates of the four indicators fluctuated in a staggered pattern during the examination period. Among them, the contribution rates of entrepreneurial awareness and innovation results generally show a decreasing trend. In contrast, entrepreneurial competence gradually evolved into a key factor influencing the effectiveness of innovation and entrepreneurship education at University Z, and its contribution rate peaked in 2022 (44.3%). This indicates that entrepreneurial ability plays an important cornerstone role in the process of innovation and entrepreneurship education in University Z, and becomes an important fulcrum for accelerating the integration of ideological education and innovation and entrepreneurship courses. Based on this, this paper proposes relevant strategies to improve students’ entrepreneurial ability and realize the breakthrough improvement of the effect of innovation and entrepreneurship education.

Table 3.

Structural decomposition score and contribution rate

Year	Comprehensive score	Entrepreneurial consciousness		Entrepreneurial ability		Innovative practice		Innovative results
Year	Comprehensive score	Score	CPR/%	Score	CPR/%	Score	CPR/%	Score	CPR/%
2018	0.22	0.08	36.4	0.07	31.8	0.04	18.2	0.03	13.6
2019	0.26	0.09	34.6	0.09	34.6	0.05	19.2	0.03	11.5
2020	0.43	0.13	30.2	0.1	23.3	0.16	37.2	0.04	9.3
2021	0.61	0.17	27.9	0.2	32.8	0.2	32.8	0.04	6.6
2022	0.7	0.11	15.7	0.31	44.3	0.24	34.3	0.04	5.7

4.2

Strategies for Combining Information Technology and Civic and Political Education

4.2.1

Use of information technology to enrich educational content

In order to enhance students’ entrepreneurial abilities, video, audio, pictures, and other visual materials can be fully utilized as auxiliary teaching means in the teaching process. Through multimedia technology to produce interesting courseware, complex theories become simple and easy to understand, and abstract concepts are visualized, so as to effectively improve the density and capacity of classroom teaching. This teaching method can not only attract students’ attention and stimulate their interest in learning, but also cultivate their attention, imagination, and active thinking ability. In the classroom, the appropriate use of multimedia technology can create a lively and active learning atmosphere, laying a solid foundation for improving the teaching quality of innovation and entrepreneurship education.

4.2.2

Building a combined online and offline education model

1)

Preparation stage

Release of teaching resources: According to the requirements of course standards, lesson plans, lesson plans and other course objectives, teachers take the initiative to push a variety of forms of course teaching resources to students through the Changjiang Rain Classroom platform, including and not limited to different forms of resources such as videos, audios, PPTs, pictures, texts and so on. Students’ pre-study session is an important part carefully designed by the teacher to achieve the course objectives. In this session, teachers will combine the requirements of the course objectives and release thematic seminars for the pre-study session through the CK Rain Classroom platform in the form of, but not limited to, reflective questions, hot topics in the society or real-time news. Students are obligated to gather relevant background information and knowledge points in accordance with the requirements and make sufficient preparations for the course. At the same time, teachers will guide students to make full use of the class forums and study groups in the CK Rain Classroom platform to carry out online thematic discussions, stimulate students’ spirit of active inquiry, and independently explore solutions to problems, so as to enhance students’ critical thinking and problem solving skills. The implementation of this link will help students better understand and master the relevant knowledge and skills in their course learning.

2)

Conducting the process

At the introduction stage of the new course, multimedia can be used to clearly show students the teaching objectives, key knowledge points and difficulties of the new course, and provide detailed answers to the problems that students may encounter in the process of pre-study. The traditional innovation and entrepreneurship courses usually use the one-way teaching method of PPT courseware, which is complicated and easy to be boring, and it is difficult to ensure the quality of teaching if we continue to use this method. Therefore, when introducing new lessons, teachers need to make necessary innovations, accurately grasp the doubts and difficulties of students in the learning process, and provide in-depth and targeted guidance. At the same time, practical case studies will be used to enhance students’ comprehension and increase the appeal of the classroom content. During the theoretical lectures, well-designed classroom quizzes and interactive sessions such as roll-calls will be released in real time with the help of the CK Rain Classroom platform, so as to obtain timely feedback on students’ listening and learning efficiency, so as to better adjust the teaching strategies and ensure the quality of teaching.

4.3

Analysis of satisfaction with teaching and learning after integration

In this paper, 500 students graduating in 2023 from University Z were selected to conduct a questionnaire survey. Students’ satisfaction with the innovation and entrepreneurship courses integrating information technology and civic education is analyzed as a means of verifying the effectiveness of the strategy of integrating information technology and civic education proposed in this paper.

4.3.1

Descriptive Statistics of Student Satisfaction in Innovation and Entrepreneurship Programs

1)

Overall Satisfaction of Innovation and Entrepreneurship Courses

The overall satisfaction of the innovation and entrepreneurship course is shown in Table 4. Among them, 74.62% of the students indicated that they were more satisfied and above, while 10.05% indicated that they were more dissatisfied and below. It can be seen that innovation and entrepreneurship courses that integrate information technology and ideological education have achieved certain results and satisfied students’ needs well.

2)

Satisfaction of each indicator

The satisfaction of each indicator is shown in Figure 2. The percentage of students who expressed comparative satisfaction and above with the participation in practical activities (A9) reached 78.3%, which is the highest percentage among all indicators. It shows that after the teaching reform, students are most satisfied with the organized practical activities.

Table 4.

Overall satisfaction of innovative entrepreneurship courses

Options	Very dissatisfied	Dissatisfied	General	Satisfied	Very satisfied
Overall satisfaction	1.02%	9.03%	15.33%	18.48%	56.14%

4.3.2

Differential Statistics of Student Satisfaction in Innovation and Entrepreneurship Courses

1)

Gender difference test for course satisfaction

Independent samples t-test was conducted using relevant software to analyze whether there is a significant difference between students of different genders on the 4 different dimensions of innovative entrepreneurship education courses in this study, and the specific results are shown in Table 5. Comparing the means, it can be seen that the mean value of male students’ satisfaction with the 4 dimensions is slightly higher than that of female students, and the mean value of overall satisfaction is 3.251 and 3.209 for male and female students respectively. The statistical T-values of the test of overall satisfaction dimensions are greater than 0.05, but they have not reached the significant level. Therefore, there is no significant difference between male and female students in terms of overall satisfaction and the six dimensions of innovative entrepreneurship courses.

2)

Learning Interest Difference Test for Course Satisfaction

Independent samples t-test was conducted using relevant software to analyze whether there are significant differences in the six different dimensions of innovation and entrepreneurship education courses in this study among students with different degrees of interest in innovation and entrepreneurship education courses, and the specific results are shown in Table 6. There is a significant difference between the group of students who believe that innovation and entrepreneurship courses can stimulate their learning interest and the group of students who believe that innovation and entrepreneurship education courses cannot stimulate their learning interest in innovation and entrepreneurship courses in higher education in terms of student satisfaction. For the students whose learning interest is stimulated, the mean value of their satisfaction in all dimensions is higher than 3.1, while for the students whose learning interest is not stimulated, the mean value of their satisfaction is lower than 2.86, which indicates that whether or not the learning interest of the students is stimulated when they participate in the course has a direct impact on their satisfaction with the course.

Table 5.

The differences in the gender of the course satisfaction were tested

Dimension	Female(M/SD)	Male(M/SD)	T
Entrepreneurial consciousness	3.109/0.949	3.134/1.017	-0.247
Entrepreneurial ability	3.167/0.936	3.211/1.002	-0.512
Innovative practice	3.112/1.008	3.162/0.999	-0.397
Innovative results	3.085/0.997	3.179/1.045	-0.372
Overall satisfaction	3.209/1.026	3.251/0.99	0.539

Table 6.

The difference test results of the course satisfaction

Dimension	No(M/SD)	Yes(M/SD)	T
Entrepreneurial consciousness	2.405/0.85	3.616/0.817	12.886***
Entrepreneurial ability	2.73/0.842	3.143/0.774	4.746***
Innovative practice	2.86/0.839	3.324/0.846	4.746***
Innovative results	2.821/0.82	3.308/0.772	5.558***
Overall satisfaction	2.853/1.035	3.396/0.882	5.664***

4.4

Correlation Analysis of Student Satisfaction in Innovation and Entrepreneurship Courses

This is because the quantitative relationship between the dimensions in this study is not a functional relationship or a definite one-to-one correspondence. Rather, it is a correlation, which indicates the correlation between the variables, and in this study, the correlation analysis was used to investigate whether the correlation that exists between the different dimensions of student satisfaction is significant or not. The results are shown in Figure 3. Statistical analysis shows that overall student satisfaction (OS) is positively correlated with the four measurement dimensions of entrepreneurial consciousness (EC), entrepreneurial ability (EA), innovative practice (IP), and innovative results (IR), and the Pearson correlation coefficients are 0.492, 0.541, 0.454, and 0.426, which are significant, respectively. Among them, entrepreneurial ability has the strongest correlation with the overall satisfaction of innovation and entrepreneurship education courses. The conclusion is consistent with the previous conclusion based on the evaluation model of the effects of innovation and entrepreneurship education in colleges and universities, which validates the validity of the results.

5

Conclusion

The study applies the cluster G1 method and nonlinear weighting method to construct an evaluation system for the effect of innovation and entrepreneurship education in colleges and universities. Taking University Z as an example, it analyzes the specific factors that affect the quality of innovation and entrepreneurship education in colleges and universities from the perspective of ideological education.

The peak contribution rate of entrepreneurial ability to education quality can reach 44.3%. Accordingly, the integration strategy of Civic and Political Education and Information Technology designed by the study is applied to innovation and entrepreneurship education in colleges and universities. After the pedagogical reform, 74.62% of the students indicated that they were more satisfied and above with the overall satisfaction of the innovation and entrepreneurship course. By difference analysis, gender is not related to the overall satisfaction of the course, but there is a significant correlation between the degree of interest in the course. It shows that the integration of Civic Education and Information Technology can stimulate students’ interest in the classroom. Entrepreneurial ability has the strongest correlation with the overall satisfaction of innovation and entrepreneurship education courses, and the Pearson correlation coefficient reaches 0.541. This conclusion confirms the practicality of the evaluation model for the effect of innovation and entrepreneurship education in colleges and universities designed in this paper.

Language:: English

Publication timeframe:: 1 times per year
Journal Subjects:: Life Sciences, Life Sciences, other, Mathematics, Applied Mathematics, General Mathematics, Physics, Physics, other

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Research on the Implementation Strategy of the Integration of Students’ Civic and Political Education and Information Technology in Innovation and Entrepreneurship Education in Colleges and Universities

Yancheng Tao

Fang Han

Published Online: Mar 19, 2025

Received: Oct 23, 2024

Accepted: Feb 19, 2025

DOI: https://doi.org/10.2478/amns-2025-0407

KeywordsCluster G1 method, Nonlinear weighting method, Information technology, Civic education

© 2025 Yancheng Tao et al., published by Sciendo

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Keywords
Cluster G1 method, Nonlinear weighting method, Information technology, Civic education