Research on the Educational Function of Integrating Red Culture into the Path of Ideological and Political Education in Colleges and Universities Based on the Background of Big Data

Red culture is the advanced culture created by the Communist Party of China with Marxism as the guiding ideology, leading the Chinese people of all ethnic groups through the new democracy, socialism and socialist modernization and other periods of long and arduous practical exploration [1–2]. It is the embodiment of the great revolutionary spirit of the Chinese communists and the masses of the people, the source of power to guide the success of the Chinese revolution and construction practice, and an important spiritual bond to unite the strength of China, containing a rich revolutionary spirit and heavy historical and cultural connotations [3–4]. In the current social context, cultural self-confidence has a better effect on enhancing everyone’s social identity. Red culture not only carries rich historical and cultural values, but also deeply rooted in the moral and ideological level, which plays a key role in shaping the students’ mainstream ideology, ideals and beliefs [5–7]. The combination of red culture and ideological education in colleges and universities can not only enhance students’ historical consciousness and cultural confidence, but also guide them to form correct values and outlook on life, which is of great significance to cultivate aspiring youth with a sense of responsibility and mission in the era [8–11]. Facing the impact of diversified values in the information age, the inheritance and development of red culture can provide students with a solid ideological foundation and help them maintain a correct political direction and value orientation in the complex social environment. Utilizing diversified teaching methods and practical activities, integrating the spirit and values of red culture into students’ learning and life can effectively enhance the affinity and influence of ideological and political education and promote students’ comprehensive and healthy growth [12–14]. In addition, enhancing the red cultural literacy and educational ability of the teaching team is also an important way to realize the effective integration of red culture and civic and political education. Based on this, the study of the nurturing function of red culture into the path of ideological and political education in colleges and universities not only helps to improve the ideological and moral quality of contemporary students, but also has an important significance in realizing the Chinese dream of the great rejuvenation of the Chinese nation [15–17].

This paper first clarifies the interactive relationship between red culture and ideological and political education in colleges and universities, and quickly points out that red culture is integrated into the path of ideological and political education in colleges and universities under the background of big data, and systematically explores the application of ideological and political education in colleges and universities that integrates red culture in cultivating students’ consciousness of integrity and selfdiscipline and comprehensive literacy. Eighty freshmen students from a university were selected as research subjects for this study. The sample was divided into two groups and two research hypotheses were proposed based on the study’s purpose. Take the form of students filling out the scale, collect the quantitative value of the two groups of students’ consciousness of integrity and selfdiscipline and comprehensive literacy, and detect the performance of the ideological and political education incorporating red culture in the practical application of the consciousness of integrity and selfdiscipline and comprehensive literacy through the analysis of the difference between the quantitative values of the two groups of students in the two groups.

2

Research on the Integration of Red Culture into Civic and Political Education in Colleges and Universities

2.1

Connotation of red culture and the idea of “seven efforts”.

2.1.1

Connotation of red culture

All along, academics have persistently insistent on studying red culture, but they have different understandings of the meaning of red culture. On the basis of the research results of other scholars, they take the various meanings of red culture, and at the same time unite with the development of the revolutionary culture, and make a new definition of red culture, which is mainly elaborated from the broad sense and the narrow sense. In the broad sense, red culture is the cultural meaning that includes three levels of spiritual level, material level and institutional level, i.e., the sum of human civilization that has been gradually formed in the process of socialist movement [18–19]. In the narrow sense, red culture refers to the material and spiritual wealth that has been gradually accumulated through the practice of carrying out the new democratic revolution, socialist revolution, construction, and reform.

2.1.2

The idea of “seven efforts”

The idea of “seven efforts” mainly includes making efforts to strengthen the leadership of propaganda and ideological and cultural work, making efforts to build a socialist ideology with strong cohesion and leadership, making efforts to cultivate and practice socialist core values, making efforts to enhance the power of news and public opinion (guidance, influence and credibility), and making efforts to continue the Chinese cultural lineage, Efforts will be made to promote the prosperity of cultural undertakings and cultural industries, and to strengthen the building of international communication capacity.

The idea of “seven efforts” puts forward important requirements in the important instructions for ideological and political education in colleges and universities. The idea of “seven efforts” specifies the political guarantee, strategic tasks, inherent requirements, basic projects, support, root veins, vivid carriers and inevitable moves of propaganda, ideological and cultural work in the new era, and specifies the practical blueprint for ideological and political education in colleges and universities in the new era. The idea of “seven focuses” specifies the political guarantee, strategic task, inner requirements, basic project, support, vivid carrier and inevitable move of the new era of ideological and political education in colleges and universities, which truly reflects the understanding of the body of the body, the body of the body of the use of the work.

2.2

Relationship between Red Culture and Ideological and Political education in Colleges and Universities

The revolutionary spirit and cultural connotations contained in the red culture have important ideological and political education value, which provides rich materials and cultural roots for the ideological and political education of college students. The organic integration of the two not only improves the effectiveness of ideological and political education, but also helps college students inherit and carry forward the red culture.

2.2.1

Red Culture is an Important Resource for Civic and Political Education

First of all, the red culture creates an important environment for ideological and political education. The environment of ideological and political education includes educational activities, educational objects, and factors that affect the ideological and moral character of educational objects. For example, as the material and non-material culture of red culture, such as revolutionary bases and the spirit of the Long March, as the big environment influences and will continue to influence generation after generation, and will also influence the development of college students’ worldview, outlook on life and values.

Secondly, red culture is part of the content system of ideological and political education. The main purpose of ideological and political education in modern China is to promote the improvement of the people’s ideological and moral qualities, to encourage the people to work hard for the construction of socialism with Chinese characteristics, and to strive for the realization of the great rejuvenation of the Chinese nation and the ultimate realization of communism. And ideological and political education includes not only the education of worldview, outlook on life, and values, but also political, rule of law, and moral education. Red culture coincides with the content of ideological and moral education.

Finally, red culture is an important carrier of ideological and political education, and the use of these important carriers to implement education for the educated can be more profound and more specific to achieve the educational goals, improve the ideological and moral level of the people, and cultivate patriotism and dedication. Therefore, a culture of red can be an important resource for ideological and political education.

2.2.2

Ideological and political education is the way of red culture inheritance and development

Red culture is an important carrier to strengthen the ideals and beliefs of college students and improve their cultural literacy, but red culture itself will not come into the middle of college students’ thoughts on its own initiative. “Our task is to cross the river, but we can’t cross it without a bridge or a boat.” Red culture is both the content of nurturing and can also act as a medium for nurturing. Ideological and political education for college students extends the path of red culture and is an effective measure to preserve and promote red culture.

2.3

The Path of Red Culture Integrating into Civic and Political Education

2.3.1

Create a special website on red culture education

In the era of big data, the acquisition and collection of information have become easier than in the past, and the channels for obtaining red information sources are no longer just visiting the field, but we can also feel the vivid red flavor through the network. To create a unique local red culture education website, students from all over the world do not have to be limited by geography, anytime and anywhere can receive the red culture and history education. In the construction process of the red culture website, in order to be closer to the students, but also in order to increase the attention of the students on the website, you can let the students for the establishment of the website, students in the process of website construction, the characteristics of the red culture education has been in their unknowingly spread.

2.3.2

Red data management structure

Only by truly focusing on students can the role of “personalized education” be truly realized. In the process of managing huge data, we should always focus on student data and analyze and organize the data. Taking student data as the center, based on the college-level database, according to the cycle of student data flow, based on the perspective of local red culture, each department of the university continuously improves the big data management structure of the student center through data modeling and data analysis, and on the basis of which, the analysis and application of the huge amount of big data can be realized.

2.3.3

Improving the effectiveness of red data mining

Big data can make the effectiveness of education implementation predictive, and the core link to achieve predictability lies in the mining, collection, analysis, and processing of massive amounts of student data. The so-called data mining refers to the process of aggregating and refining information of potential value from a large amount of data in a database to reveal the hidden. Not all student data are meaningful in the huge amount of student data, how to dig out the useful data and apply it to the education of red culture requires data miners to have certain acumen. Educators in colleges and universities should consider the availability of red data from various aspects and summarize it to create a truly usable data model. Colleges and universities should actively carry out relevant data training, so that college educators have data awareness and the ability to use data, and are able to mine regular information in the data to maximize the effectiveness of red data mining.

2.3.4

Enhance teachers’ and students’ acceptance of big data tools

In the age of data, in order to better integrate the red tradition into college education, the premise of using data means is that teachers and students are “happy” with big data. Therefore, teachers and students must have a certain understanding of the meaning of the data, from the psychological level, to accept it and be willing to use it. Times are progressing, the further development of higher education, must keep pace with the times. Big data has been the trend, but it has only been used to adapt to the impact of big data and establish awareness of it in order to regain the ideological high ground of colleges and universities.

2.4

Exploration of Educational Functions

2.4.1

Raising students’ consciousness of integrity and self-discipline

Cultivating the quality of integrity and self-discipline among college students in the new era, guided by red culture and ideological and political education, is a long-term, arduous, and complex historical task. We can enhance the integration of the red culture of ideological and political theory course education, expand the breadth of college students to participate in social practice activities, strengthen the depth of self-education of college students and the party, colleges and universities, the family, the community and other aspects of the effectiveness of the combined efforts of educating people, such as through the organization of students to study the red culture of the deeds of the advanced exemplary figures to carry out the quality of education of integrity and self-discipline, and if possible, can also be organized to visit the workplace of the advanced exemplary figures, feel their high moral character and integrity. The conditions can also organize college students to visit the workplace of advanced exemplary characters, personally feel their high moral character and integrity and self-discipline behavior, give full play to the role of role model demonstration leading role, aimed at enhancing students’ consciousness of integrity and self-discipline

2.4.2

Enhancement of students’ general literacy

Cultivating the comprehensive quality of college students in the new era requires mobilizing the initiative of each cultivation subject. The concept of red culture is the leading force in cultivating the comprehensive literacy of college students in the new era, the ideological education in colleges and universities is the dominant force in cultivating the comprehensive literacy of college students in the new era, the family is the fundamental force in cultivating the comprehensive quality of college students in the new era, and the society is the safeguarding force in cultivating the comprehensive literacy of college students in the new era, aiming to improve the comprehensive literacy of college students.

3

Study design

3.1

Research Population and Research Hypotheses

3.1.1

Subject of the study

According to the operability of the study, a key political and legal university in a province was selected as the object of this study, with a total of 80 students, who were divided into the experimental group and the control group, and in order to facilitate the work of the subsequent statistical analysis, the experimental group and the control group were set up as the EG and the CG, respectively, and the EG was adopted to integrate the red culture of the Civic and Political Education while the CG was adopted to adopt the traditional Civic and Political Education, and the effect of the application of Civic and Political Education was confirmed by the independent sample t-test of the EG and the CG in terms of the nurturing function (consciousness of integrity and self-discipline, comprehensive literacy) independent samples t-test to confirm the application effect of the Civic and Political Education integrating red culture in the aspect of nurturing function.

3.1.2

Research hypotheses

Hypothesis 1: Compared with the traditional style of Civic and Political Education, the Civic and Political Education integrating red culture promotes more prominent effect in the cultivation of students’ consciousness of integrity and self-discipline.

Hypothesis 2: Compared with traditional Civic and Political Education, Civic and Political Education integrating red culture has a higher priority in the cultivation of students’ comprehensive quality.

3.2

Measurement instruments and independent samples t-tests

3.2.1

Measurement tools

In order to ensure that the situation of students in the experimental group and the control group is roughly comparable, and whether the two different educational modes will have an impact on the consciousness of integrity and self-discipline and comprehensive literacy, the consciousness of integrity and self-discipline and comprehensive literacy of the two groups of students were measured before the experiment and after the experiment respectively, and the measurement tool was the psychological test questions of the school’s teaching and research group for the preparation of the consciousness of integrity and self-discipline and comprehensive literacy. At present, there is a lack of scientific evaluation system for the ideological education in colleges and universities that integrates digital red resources. Through reviewing the literature and analyzing and comparing from many sides, the scale was improved under the guidance of the instructors and frontline teachers to form the “Evaluation Scale of Nurturing Function of Integrating Red Culture into the Path of College Ideological and Political Education is the way of red culture inheritance and development” with certain scientific and rationality to obtain the quantitative values of students’ consciousness of integrity and self-discipline and comprehensive literacy.

3.2.2

Independent samples t-test

The independent sample t-test refers to the independent sample t-test when comparing the means of a continuous dependent variable in two independent subgroups [20–21]. The independent samples t-test and the one-sample t-test, although both test the difference between the means of two groups, but the samples represented behind them are not the same, the one-sample t-test compares the two, between a known overall mean and a sample mean, while the independent samples t-test compares the two between two known samples or overall means. The independent samples t-test is utilized to determine whether two independent samples originate from totals with the same mean, or to determine whether the means of two independent normal totals are identical. 1)

Formulation of the null hypothesis

The independent samples t-test entails testing whether there is a significant difference between the means of the two aggregates with the null hypothesis: 1 $H_{0} : μ_{1} - μ_{2} = 0$ where μ₁ and μ₂ are the overall means, respectively, while in the practical application of this paper, they represent the means of the experimental and control groups.

2)

Selection of test statistics

The independent sample mean test presupposes that two independent overall distributions follow normal distributions $N = (μ_{1}, σ_{1}^{1})$ and $N = (μ_{2}, σ_{2}^{2})$ , where $σ_{1}^{2}$ and $σ_{2}^{2}$ denote the variances of the experimental and control groups, respectively.

The t-statistic is used for the test of the mean of two independent samples under the condition that the null hypothesis is valid. The t-statistic for constructing two independent samples is selected and analyzed in two ways.

(1)

The t-test statistic constructed when the two overall variances are unknown but equal, i.e., $σ_{1}^{2} = σ_{2}^{2}$ : 2 $t = \frac{X_{1} - X_{2} - (μ_{1} - μ_{2})}{S_{v}^{2} \sqrt{\frac{1}{n_{1}} + \frac{1}{n_{2}}}}$

Among them: 3 $S_{v}^{2} = \frac{(n_{1} - 1) S_{1}^{2} + (n - 1) S_{2}^{2}}{n_{1} + n_{2} - 2}$ where n₁ and n₂ are the number of people in the experimental and control groups, respectively, and S₁ and S₂ are the standard deviation of the number of people in the experimental and control groups, respectively, and the statistic obeys a t-distribution with degree of freedom n₁ + n₂ – 2.

(2)

When the two overall variances are unknown and unequal. That is: 4 $σ_{1}^{2} \neq σ_{2}^{2}$

The constructed t test statistic is: 5 $t = \frac{X_{1} - X_{2} - (μ_{1} - μ_{2})}{\sqrt{\frac{S_{l}^{2}}{n_{1}} + \frac{S_{2}^{2}}{n_{2}}}}$

This statistic obeys a t-distribution with modified degrees of freedom: 6 $d f = \frac{(\frac{S_{1}^{2}}{n_{1}} + \frac{S_{2}^{2}}{n_{2}})}{\frac{{(\frac{S_{1}^{2}}{n_{1}})}^{2}}{n_{1}} + \frac{{(\frac{S_{2}^{2}}{n_{2}})}^{2}}{n_{2}}}$

In statistical analysis, if the variances of two aggregates are equal, they are said to satisfy variance chi-square. Determining the chi-square of two independent samples is the key to constructing and selecting the two independent samples t-test statistic. The Levene F variance chi-square test can be utilized to test whether there is a significant difference between the variances of the two populations.

To conduct the LeveneF variance alignment test, the null hypothesis $H_{0} : l^{2} = \frac{2}{2}$ is first formulated; when executing the testing process, if the probability ρ value is less than the given significance level (usually 0.05), the null hypothesis H_o is rejected, and the variances of the two aggregates are considered unequal, otherwise, the two aggregates are considered to have no significant difference in variance.

The formula for calculating the value of the F statistic in the F test is: 7 $F = \frac{\max (S_{1}^{2}, S_{2}^{2})}{\min (S_{1}^{2}, S_{2}^{2})} ~ F (n_{1} - I, n_{2} - I)$ where n_1^-l is the degree of freedom of $\max (S_{1}^{2}, S_{2}^{2})$ and n_2^-l is the degree of freedom of $\min (S_{1}^{2}, S_{2}^{2})$ .

3)

Calculation of the observed value of the test statistic most and the probability of its occurrence

Given the null hypothesis, the test value 0 is brought into the μ₁ – μ₂ part of the t statistic to obtain the observed value of the test statistic as well as the probability ρ value calculated from the distribution function of the t distribution.

4)

Given the level of significance, the statistical inference result

When the probability ρ value of the test statistic is less than the level of significance, the null hypothesis is rejected and the overall mean is considered to be significantly different from μ₀ ; conversely, the null hypothesis is accepted and the two overall means are considered not significantly different.

4

Educational function test analysis

In this chapter, based on the results of the scale test, with the help of independent samples t-test to analyze the difference between the two groups (experimental and control groups) of students’ consciousness of integrity and self-discipline and comprehensive literacy, in order to test the nurturing function of the red culture integrated into the path of ideological education in colleges and universities.

4.1

Differential Analysis of Students’ Consciousness of Integrity and Self-discipline

4.1.1

Comparison of students’ consciousness of integrity and self-discipline in the experimental group before and after the intervention

The experimental group of students used to integrate the red culture of ideological and political teaching, before the intervention experiment, the use of the scale of the experimental group of students’ consciousness of integrity and self-discipline of the pre-test, after the teaching intervention and the corresponding post-test, and ultimately get the relevant quantitative values. The independent samples t-test was used to analyze the quantitative data before and after the experiment, to determine how the students in the experimental group changed in terms of the students’ consciousness of integrity and self-discipline after integrating the red culture into the teaching of ideology and politics, and the results of the comparison of the students’ consciousness of integrity and self-discipline of the experimental group students before and after the intervention are shown in Figure 1. The results show that the quantitative mean value of students’ students’ consciousness of integrity and self-discipline in the experimental group before and after the intervention is 2.37±0.31 and 3.41±0.26 respectively, and the difference between the two means is 1.04, which means that the students’ students’ consciousness of integrity and self-discipline has been improved after adopting the incorporation of the red culture of political and social thinking teaching. t=3.124, p=0.002<0.05, which means that there is a significant difference in the students’ consciousness of integrity and self-discipline of the students in the experimental group before and after the intervention. T=3.124, P=0.002<.05, which means that there is a significant difference between the students’ consciousness of integrity and selfdiscipline in the experimental group before and after the intervention, further verifying the application effect of integrating the red culture into the Civic and Political Teaching in the cultivation of integrity and self-discipline.

4.1.2

Comparison of students’ students’ consciousness of integrity and self-discipline in the control group before and after the intervention

The control group adopts traditional Civics teaching without adding red cultural elements, and also obtains the quantitative value of the control group students’ students’ consciousness of integrity and self-discipline through the scale test, and with the help of independent samples t-test, explores the changes in the students’ consciousness of integrity and self-discipline of the control group students before and after the intervention, and Fig. 2 shows the results of the comparison of the students’ consciousness of integrity and self-discipline of the control group students before and after the intervention. The mean and standard deviation of students’ students’ consciousness of integrity and self-discipline in the control group before and after the intervention are 2.33±0.35 and 2.54±0.29, respectively, and the difference between the mean values of students’ consciousness of integrity and self-discipline in the control group before and after the intervention is 0.21, i.e., after a period of time of traditional ideological and political education, the quantitative value of students’ consciousness of integrity and self-discipline is improved by 0.21, and since P=0.127>0.05, before and after the intervention The results of the comparison of students’ consciousness of integrity and self-discipline in the control group do not have a significant difference.

4.1.3

Analysis of differences between experimental and control groups after intervention

Using the independent samples t-test, the quantitative values of students’ consciousness of integrity and self-discipline in the control and experimental groups were statistically analyzed to see the differences in the consciousness of integrity and self-discipline between students in the control and experimental groups, and the results of the analysis of the differences between the experimental group and the control group after the intervention are shown in Figure 3. The data show that the quantitative value of the experimental group and the control group after the intervention is 3.41±0.26, 2.54±0.29 in turn, and the mean difference between the two is 0.87, while the corresponding significant value is 0.003, which establishes the condition of P<0.05 judgment, and concludes that the experimental group and the control group after the intervention has a significant consciousness of students’ integrity and self-discipline. On the whole, compared with the traditional ideological education, the ideological education integrating red culture has superiority in the cultivation of students’ consciousness of integrity and self-discipline, echoing the research hypothesis 1 (compared with the traditional ideological education, the ideological education integrating red culture promotes outstanding effect in the cultivation of students’ consciousness of integrity and self-discipline) in the previous article.

4.2

Differential Analysis of Students’ Comprehensive Literacy

4.2.1

Differential analysis of comprehensive literacy of students in the two groups before intervention

Before this teaching experiment is carried out, this subsection analyzes the difference between the comprehensive literacy of students in the experimental group and the control group before and after the intervention to check whether there is a difference between the comprehensive literacy of students in the experimental group and the control group before the intervention and whether they can meet the conditions of the experiment, and the results of the difference analysis of the comprehensive literacy of the students in the experimental group and the control group before the intervention are shown in Figure 4. Based on the data performance in Figure 4, it can be seen that the mean difference between the comprehensive literacy of students in the experimental group and the control group is 0.05, while the corresponding P-value is 0.058, which doesn’t satisfy the P<0.05, which indicates that before the experimental intervention, the comprehensive literacy of students in the experimental group and the control group didn’t show a significant difference, which can provide a guarantee of the basic conditions of experimental development, and can be carried out in experimental teaching.

4.2.2

Differential analysis of comprehensive literacy of students in the two groups after the intervention

After the pre-intervention analysis of the differences in the comprehensive literacy of students in the experimental group and the control group, it was learned that the comprehensive literacy of students in the experimental group and the control group did not show significant differences, and it was possible to carry out the post-intervention analysis of the differences in the comprehensive literacy of students in the experimental and control groups, and the results of the post-intervention analysis of the differences in the comprehensive literacy of students in the experimental and control groups are shown in Figure 5. From Figure 5, it can be clearly seen that the mean difference between the experimental group and the control group of students’ comprehensive literacy is large, and its mean difference is 1.13, in addition to the mean significance test value of P = 0.003, T = 2.448, the comprehensive performance of the above data can be concluded that after a period of time of teaching and learning interventions, compared to the control group, the effect of the experimental group of students’ comprehensive literacy enhancement is particularly significant.

4.2.3

Comparison of students’ general literacy in the group before and after the intervention

Using independent samples t-test to explore the comparison of students’ comprehensive literacy within the group before and after the intervention, the results of the comparison of students’ comprehensive literacy within the group before and after the intervention are shown in Fig. 6, where (a)~(b) are the experimental group (EG) and the control group (CG), respectively. The size of the data in the figure shows that after the integration of the red culture of the Civic and Political Education, the quantitative value of the comprehensive literacy of the students in the experimental group increased from 2.23 to 3.48, the growth is very significant, and the specific value of the data is 1.25. The quantitative value of the comprehensive literacy of the students in the control group increased from 2.17 to 2.35, and although there is an improvement in the comprehensive literacy of the students, the trend of the improvement is not very significant. From the P-value and T-value, the P-value of the experimental group is 0.007, which meets the condition of P<0.05, on the contrary, the control group P=0.388>0.05, in this regard, it can be judged that there is a significant difference between before and after the intervention of the experimental group in the comprehensive literacy of the students, while the control group does not present a difference. Overall, in the field of cultivating students’ comprehensive literacy, the ideological and political education integrating red culture is more excellent than the traditional ideological and political education in terms of enhancing its effect, which is completely consistent with the hypothesis 2 (Compared with the traditional style of ideological and political education, ideological and political education integrating red culture has a higher priority in the cultivation of students’ comprehensive literacy) proposed above.

5

Conclusion

This paper stands on the perspective of the idea of “seven efforts”, puts forward the path of integrating red culture into the ideological and political education of colleges and universities, and utilizes its nurturing function to enhance students’ consciousness of integrity and self-discipline and comprehensive quality. In order to confirm the nurturing function of red culture integrated into ideological and political education in colleges and universities, independent sample t-test was used to analyze the difference between ideological and political education integrated with red culture and traditional ideological and political education. Before and after the intervention, the experimental group showed significant differences in students’ consciousness of integrity and self-discipline and comprehensive quality (P<0.05), while the control group did not show significant differences in students’ consciousness of integrity and self-discipline and comprehensive quality, which fully verified the effect of the ideological and political education of colleges and universities that integrated red culture in educating people.

Funding:

1)

Inner Mongolia Autonomous Region Educational Science “14th Five-Year Plan” 2024 Annual Project: Research on the Integration of Elements of Integrity of Xi Jinping Thought on Culture into the Teaching of Ideological Morality and Rule by Law (Project Number: NZJGH2024212).

2)

Vocational and Technical College of Inner Mongolia Agricultural University 2024 Educational Reform Research Project: Exploration of the Integration of Integrity Culture and University Ideological and Political Course Reform under the Perspective of Xi Jinping Thought on Culture (Project Number: 20241SZZX02).

3)

Special Research on Xi Jinping Thought on Culture at Vocational and Technical College of Inner Mongolia Agricultural University: Study on the Integration of Xi Jinping Thought on Integrity Culture into Ideological and Political Course Construction (Project Number: SZZD2024001).

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 Educational Function of Integrating Red Culture into the Path of Ideological and Political Education in Colleges and Universities Based on the Background of Big Data

Lisi Wei

Published Online: Mar 19, 2025

Received: Oct 26, 2024

Accepted: Feb 04, 2025

DOI: https://doi.org/10.2478/amns-2025-0489

KeywordsScale, Independent sample t-test, Red culture, Ideological and political education

© 2025 Lisi Wei, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Keywords
Scale, Independent sample t-test, Red culture, Ideological and political education