The Coupling Mechanism between Ideological and Political Education and Employment and Entrepreneurship Ability Development of Students in Higher Vocational Colleges and Universities Driven by Deep Learning

At present, ideological and political education class is a course to be carried out in the educational process of higher vocational colleges and universities, and is also an important part of teaching, which can bring great help to cultivate students’ ideological and political quality and learning ability. Therefore, it is very necessary to effectively carry out the ideological and political education class in higher vocational colleges and universities. In the educational activities for students in higher vocational colleges and universities, combining ideological and political classes with entrepreneurship and employment education is not only a way to improve students’ social adaptability and enhance their ideological understanding, but also can improve the quality of education and teaching in higher vocational colleges and universities [1–2].

On the one hand, from the perspective of the current stage of social development, the in-depth development of the knowledge economy, information economy and the increasing competitiveness of the market economy have made the labor market more prominent in the requirements for the quality of workers, especially the quality of innovation and entrepreneurship [3–4]. In the context of the continuous improvement of the market economic system, the decisive role played by the market in the allocation of resources for graduates is also becoming more and more obvious, and the degree of competition in the labor market will continue to increase. Whether individuals can succeed in the competition of market economy depends on whether they have the employment and entrepreneurship ability to adapt to the market competition. On the other hand, the severe employment situation requires strengthening the cultivation of students’ employment and entrepreneurial ability, and the lack of entrepreneurial ability is one of the actual causes of students’ employment difficulties at present [5]. The academic factor of college students’ employment is relatively weakened by the improvement of the overall level of education in society, and the ability factors such as psychological quality, communication and interaction ability, and practice level in the process of employment and entrepreneurship will be further enhanced [6–7]. Universities must pay attention to the cultivation of students’ employment and entrepreneurship ability, and as the central link of human education, ideological and political education certainly has an unshirkable responsibility.

The important task of ideological and political education in the new era is to respond positively to the employment and entrepreneurship problems that college students, especially college graduates, are concerned about, as well as the resulting pressure, difficulties and confusion. Literature [8] shows that ideological and political education plays an important role in shaping the innovation and entrepreneurship ability of college students, and that the integration of ideological and political education and innovation and entrepreneurship education is an innovative thinking educational concept that can continuously stimulate students’ will to struggle hard in entrepreneurship and enhance their core competitiveness in career planning. Literature [9] analyzes the construction and application of the integration of ideological and political education and innovation and entrepreneurship education in colleges and universities based on positive entrepreneurial psychological quality, and finds that the integration education can significantly improve students’ positive entrepreneurial psychological quality and self-efficacy, which helps to cultivate students’ innovation and entrepreneurship ability. Literature [10] discusses the necessity, constraints and main problems of integrating ideological and political education into innovation and entrepreneurship education, and optimizes the entrepreneurship education model in many aspects, aiming to construct and standardize the entrepreneurship education system, so as to cultivate the entrepreneurial ability of students. Literature [11] describes the important role of the integration of entrepreneurship education and ideological and political education under the new economic normal, which on the one hand helps students to recognize the macroeconomic situation and employment situation in order to form a scientific view of career choice, and on the other hand, enhances the students’ ability of career planning and adaptability to employment in order to improve the quality and level of employment.

Literature [12] describes many difficulties in promoting the integration of ideological and political education into the process of entrepreneurship education, and emphasizes the ideological orientation of highlighting the ideological and political construction of entrepreneurship education courses, deepening the educational practice and training of high-quality teachers, and perfecting the evaluation system of teaching quality, so as to ultimately realize the innovation and entrepreneurship education with the characteristics of vocational education.

Literature [13] researched the integration education of ideological and political education and entrepreneurship education based on artificial neural network, and introduced BP neural network to establish the evaluation model of students’ comprehensive quality, which can reasonably and effectively reflect students’ innovation and entrepreneurship ability, and provide data support for the implementation of integrated education. Literature [14] used deep learning model to explore the impact of psychological capital and civic education on students’ entrepreneurial intention, analyzed from the four dimensions of self-efficacy, optimism, hope and resilience, and found that both psychological capital and civic education have a positive impact on students’ entrepreneurial intention, when the promotion effect of psychological capital is more significant, and it has better entrepreneurial prediction ability. Literature [15] explored the wisdom teaching method of civic education under the background of “mass entrepreneurship”, constructed a wisdom teaching system that integrates entrepreneurship education and civic education, and utilized the automation, personalization and high efficiency characteristics of the intelligent system to actively cultivate students’ innovative ability and entrepreneurial quality. Literature [16] uses particle swarm optimization algorithm to optimize the integration mechanism of college students’ civic and political education and employment education, and through modeling individual and group consciousness behavior of college students and analyzing their employment status quo and characteristics, it helps educators to establish a whole-process integration education model of employment guidance and civic and political education, and further improve college students’ work skills and employment quality. Literature [17] takes film and television financial media innovation and entrepreneurship teaching as an example, and uses deep learning algorithms to optimize its teaching resources from the perspective of ideological and political teaching, so as to provide more operative entrepreneurship teaching resources for the cultivation of high-quality film and television financial media talents.

This paper proposes the feasibility of integrating and developing ideological and political education with employment and entrepreneurship education to provide theoretical support for future research. Emphasizing the principle of coupling ideological and political education and the development of employment and entrepreneurship ability, guided by the principle of coupling, the construction of the coupling mechanism between the two, embodied in the implementation path of talent cultivation for the development of students’ employment and entrepreneurship ability. Analyze the constituent elements of the talent cultivation model and highlight the different groups in colleges and universities for differentiation modeling of the talent cultivation model. According to the principle of evaluation index screening, establish an evaluation model for students’ employment and entrepreneurship abilities in higher vocational colleges and universities. Investigate and count the evaluation data of the student and teacher groups regarding the development of employment and entrepreneurial abilities of students in higher vocational colleges and universities. Utilizing fuzzy comprehensive evaluation to calculate the achievement of the development goal of students’ employment and entrepreneurship ability in higher vocational colleges and universities. According to the evaluation results, analyze the effectiveness of the implementation of the coupling of ideological and political education and students’ employment and entrepreneurship ability development in higher vocational colleges and universities.

2

Feasibility of coupled development and coupled development paths

2.1

Feasibility of the integration and development of ideological and political education and employment and entrepreneurship education

Ideological and political work is the lifeline of all work, a fine tradition and outstanding political advantage. In the face of the increasingly severe situation of employment and entrepreneurship, the watches need to deeply explore the potential of employment and entrepreneurship education embedded in ideological and political education in colleges and universities, in order to high-quality fulfillment of the new mission of ideological and political education in colleges and universities given by the times. This is also determined by the fundamental purpose and task of ideological and political education in colleges and universities together. [18–19]. 1)

It is determined by the fundamental purpose of ideological and political education in colleges and universities.

At present, the fundamental purpose of ideological and political education in colleges and universities is to improve the ideological and moral quality of college students and promote the free and comprehensive development of college students.

First of all, to improve the ideological and moral quality of college students is to cultivate college students into promising young people with lofty ideological beliefs, correct political direction, good ideological character, love and respect for their work and professional emotions, compliance with the law and cleanliness and self-discipline professional discipline, which is also the basic qualities that college students should have for employment and entrepreneurship.

Secondly, to promote the free and comprehensive development of college students.

2)

This is determined by the fundamental task of ideological and political education in colleges and universities.

Cultivating “four new men” is the fundamental task of ideological and political education in colleges and universities. Specifically, it should start from the following aspects. First of all, guide college students to establish lofty ideals and beliefs. High ideals and beliefs are the source of motivation to drive college students’ employment and entrepreneurship, and they are also the spiritual pillars that support college students to resist all kinds of temptations on the way of employment and entrepreneurship.

Secondly, guide college students to practice positive and healthy psychological quality.

Finally, guide college students to enhance their awareness of the rule of law. Enhancing college students’ awareness of the rule of law is the prerequisite and foundation for building a strong rule of law country, and it is also an important task that needs to be accomplished by the ideological and political education of colleges and universities in the new era.

2.2

Principle of coupling ideological and political education with the development of employment and entrepreneurial skills

1)

The principle of moderation and effective control of the degree of integration.

Generally speaking, the principle of proportionality advocates that educators effectively control the degree of integration, integration conditions and integration timing in dual-creative education and civic education activities, and promote the efficient, scientific and reasonable combination of the two on this basis.

2)

The principle of direction, accurately grasp the direction of integration.

Strengthen the two-way construction of the value concept of “Civics and Dual Creation”. Colleges and universities should be firm on the direction of combining innovation, entrepreneurship, and civic education. While grasping the value orientation of both, they should also grasp the core essence of human education. They should also strengthen the internal unity of the two in pursuit of educational value, so as to cultivate new talents with the will to struggle, scientific beliefs, solid abilities, and ideal beliefs.

3)

Comprehensive principle and rational design of integration scope.

Dual-creation education and ideological education have certain consistency in the level of value objectives, so the combination of the two can be implemented under specific prerequisites in a comprehensive manner. Comprehensively, that is, from multiple levels and dimensions, from the specific education process, and the connection level of the teaching environment, to implement gradients and three-dimensional combinations. The comprehensive combination of employment and entrepreneurship education and ideological education can improve the current curriculum system, mobilize the positive factors in curriculum teaching, effectively integrate the current educational resources of colleges and universities, and thus promote the development of high level and high quality of education.

2.3

Progress in the integration of ideological and political education and employment and entrepreneurship education

Based on the connotation and characteristics of ideological and political education and innovation and entrepreneurship education, following the logic of the integration of the two, the triple helix theory is applied to construct the triple helix system of ideological and political education, employment education and entrepreneurship education. Ideological and political education, employment education, and entrepreneurship education work together as a system. Through close collaboration and interaction during the innovation process, construct a collaborative mechanism and organizational structure with education at its core. Realize the aggregation and sharing of high-quality resources for ideological and political education, employment education, and entrepreneurship education from the three parties. Through the three spaces of coupling, agglomeration, and symbiosis, promote the system towards the spiral development path of synergistic evolution. The triple spiral system of ideological and political education, employment education, and entrepreneurship education is depicted in Figure 1.

The direction of action for the integration of ideological and political education and innovation and entrepreneurship education is proposed from the three dimensions of educational positioning and concept, teaching content and evaluation, and institutional settings and faculty.

Educational positioning determines the objective and level of education, and educational philosophy drives the development of education. The combination of educational positioning and concept is the cornerstone of the integration of ideological and political education, innovation, and entrepreneurship education. From the analysis of the connotation of ideological and political education and innovation and entrepreneurship education, it can be seen that both of them are education for all students, and their fundamental task is to establish morality and nurture people, which have the same educational orientation and common educational philosophy, and it is the direction of action for realizing the “three-helix system of ideological and political education-innovation education-entrepreneurship education” to insist on the integration of educational positioning and philosophy. It is the direction of action to realize the “Civic Education-Innovation Education-Entrepreneurship Education Triple Helix System”.

The clustering of teaching content and evaluation is the key element for the integration of ideological and political education, innovation, and entrepreneurship education.

Institution is the main body to carry out education, and faculty is the key to the effectiveness of education. The symbiosis between institutional settings and teachers is the guarantee for the integration of ideological and political education with innovation and entrepreneurship education.

2.4

Construction of a coupled theoretical model

2.4.1

Coupling model

1)

Coupling logic analysis

2)

The aim of college students’ employment and entrepreneurship education is to develop talents with basic entrepreneurial qualities and pioneering personalities. Vocational education focuses on improving students’ vocational knowledge, skills, and professional ethics. Analyzed from the perspective of talent employment guidance, the two are highly related and compatible in terms of essential connotations, value orientation, and practical content.

3)

Based on the main features of employment and entrepreneurship education and ideological and political education, with the connotation of the school’s talent cultivation goals as the main line, from the talent cultivation goals and specifications, the whole education process is designed for realizing the cultivation goals. The logical analysis and theoretical model construction of the effective coupling points are carried out in four aspects: the supporting management and evaluation system of the cultivation objectives, and the scientific teaching methods, approaches and means matching the cultivation objectives.

4)

Construction of coupling model

Taking the specific connotation of student cultivation in higher vocational colleges and universities as the main line, the theoretical model of the linkage between the development of employment and entrepreneurship ability of higher vocational students and ideological and political education is constructed on the basis of the specific analysis of the effective coupling points of the two. The coupling model of the development of employment and entrepreneurship abilities of higher vocational students and the linkage development of ideological and political education is shown in Figure 2.

2.4.2

Linkage development paths

1)

Formulate scientific, reasonable and specific talent training objectives of colleges and universities

Colleges and universities, as the base of talent cultivation, should incorporate the development of students’ employment and entrepreneurship ability and ideological and political education into the cultivation objectives, and take the cultivation of individual employment and entrepreneurship skills training as an important content of talent cultivation. The specific objectives for developing students’ employment and entrepreneurship abilities are accurately positioned.

Specifically manifested in the formulation of the objectives of the university as a criterion for the cultivation of talents, the development of students’ employment and entrepreneurial ability and ideological and political education for the specific refinement of the objectives and the decomposition of the content. When implementing the behavior, we adhere to the “students” as the center, and take guiding, respecting and stimulating students’ creativity as the highest purpose. Taking the cultivation of vocational ability as a specific direction, we effectively promote students’ employability through three dimensions: knowledge dissemination, skills training and awareness cultivation. Cultivate students’ innovative thinking, business ability, and entrepreneurial spirit, and gradually form a unique talent training mode.

2)

Construct two types of curriculum system to realize the whole process of talent cultivation

The construction of employment and entrepreneurship curriculum system in colleges and universities should adhere to the guiding ideology of Marxist ideology, combine social practice education, college students’ career education with employment and entrepreneurship courses, and construct two types of curriculum system.

(1)

Combination of employment and entrepreneurship courses with social practice in colleges and universities

The employment and entrepreneurship courses in colleges and universities generally consist of the innovation and entrepreneurship courses offered in the second semester of the freshman year and the employment guidance courses for college students offered in the second semester of the junior year, and students only learn the theoretical knowledge related to employment and entrepreneurship in the classroom, and the effect of the enhancement of the employment and entrepreneurship ability of students is not ideal. Colleges and universities can take social practice as the practice part of employment and entrepreneurship courses, so that employment and entrepreneurship education is related to the theory and practice, and runs through the whole process of university study.

At present, some colleges and universities lack of demand-oriented personnel training system, set up the relevant course content is detached from the actual development of students’ innovative thinking and adapt to the development of social practice, therefore, colleges and universities should focus on the enhancement of students’ innovative ability and social practice as the center of the cultivation of curriculum education to adapt to the development of society and enhance the students’ innovative thinking actual. At the same time, the school should also build a variety of practice platforms, carry out various types of social practice activities, through standardized guidance and scientific management, to guide students to actively participate in a variety of social practice activities, so as to ensure that the students get comprehensive training, employment and entrepreneurship has been significantly improved.

(2)

Combination of college employment and entrepreneurship programs and career planning education

Employment and entrepreneurship education and career education in colleges and universities complement each other, and they are the relationship between “one body and two wings”. Career planning education and ideological and political education can play an important role in guiding the employment and entrepreneurship of students in colleges and universities, guiding students to set up a correct view of career, looking for the direction of their own career development, and reasonably selecting and determining their future career goals and career development path.

To combine classroom, after-school, teachers’ innovative entrepreneurial awareness, and entrepreneurial practice.

3

Empirical evaluation of coupled development paths

3.1

Composition of Talent Training Model

This paper summarizes the elemental composition of talent cultivation mode, including clear objectives, implementation methods, standardization requirements, and feedback on results.

The four elements constrain each other and interact with each other, and if the goal of talent cultivation changes, the mode, means and methods of talent cultivation, including the setting of the content, will also change, which in turn will result in a different talent cultivation model.

The function of talent training mode construction is as follows:

Let X₁ = cultivation goal, X₂ = cultivation process, X₃ = cultivation system, X₄ = cultivation evaluation, and y denote the result derived from talent cultivation.

Order: 1 $y = f (X_{1}, X_{2}, X_{3}, X_{4})$

Suppose that a₁, a₂, a₃, a₄ is used to denote the weighting coefficients of the four elements that make up the talent development model. Use f(x₁), f(x₂), f(x₃), f(x₄) to denote the utility of the elements that make up the talent model, and the talent development model is: 2 $y = a_{1} f (x_{1}) + a_{2} f (x_{2}) + a_{3} f (x_{3}) + a_{4} f (x_{4})$

Order: 3 $a_{1} \cdot a_{2} \cdot a_{3} \cdot a_{4} > 0$

Talent cultivation mode of colleges and universities can be expressed by the above function, and each college or university can carry out talent cultivation according to its own actual situation, which can be expressed by adjusting the (x) in the above function, so as to explore the characteristics of our school.

3.2

Modeling Differences in Talent Development by Different Groups in Colleges and Universities

Based on the function, the reality of talent development in colleges and universities is assumed to be: 4 $R y = f (X_{1}, X_{2}, X_{3}, X_{4}) \geq 0$

The desired result is: 5 $E y = f ({\bar{X}}_{1}, {\bar{X}}_{2}, {\bar{X}}_{3}, {\bar{X}}_{4}) \geq 0$

The difference between the two is then derived as: 6 $D = | | E y - R y | | = | | f ({\bar{X}}_{1}, {\bar{X}}_{2}, {\bar{X}}_{3}, {\bar{X}}_{4}) - f (X_{1}, X_{2}, X_{3}, X_{4}) | |$

The function established above can be regarded as a description of the difference between the current situation of talent cultivation in colleges and universities and the expectations of cultivation. In practice, the desired result is often greater than the real existence of the result, that is, Ry ≤ Ey. The above equation can be transformed into: 7 $D = f (\begin{matrix} {\bar{X}}_{1}, {\bar{X}}_{2}, {\bar{X}}_{3}, {\bar{X}}_{4} \end{matrix}) - f (X_{1}, X_{2}, X_{3}, X_{4})$

The realization of the talent training model, as far as possible, D tends to 0. However, in reality, there is a gap between the expected value and the actual value, that is, D>0. It is impossible to produce consistency between the real state and the expected value, and the criterion between the two can be set as a critical value of D₀. When the gap between the two is D₀ ≥ D, it means that the talent training model has been realized. If the gap is D > D₀, it means that the talent training model is not realized, and must take certain ways and means to improve in time. Can be utilized: freedom = ability - expectation, to be adjusted.

First of all, adjust X₁, X₂, X₃, X₄, if adjusted many times, but the effect is not obvious, indicating that there is a talent training model expectations are too high. Then we should adjust the expectation value ${\bar{X}}_{1}$ , ${\bar{X}}_{2}$ , ${\bar{X}}_{3}$ , ${\bar{X}}_{4}$ , and constantly summarize and amend until it is consistent with the goal. This also shows that in the formation of the talent training model, the evaluation link has been throughout the entire talent training process. In the correction, in order to better test the validity of the results, you can first fix three of the factors and adjust the other one.

Secondly, X_i(i = 1, 2,3, 4) is a set of factors, i.e. X_i = (x_i1, x_i2, x_i3,⋯,x_im). If only a single factor χ_ij(j = 1, 2, 3,⋯,n) in the set of factors is considered, the situation will become more and more complicated. Therefore, it can be concluded from the above equation that the composition of the talent training model is the result of the combination of multiple factors.

In real life, different groups in colleges and universities have different evaluations of talent cultivation, so it is difficult to use quantitative standards to measure. Assuming that the expectation of colleges and universities is Ey₁ and the expectation of students in colleges and universities is Ey₂, the gap between the expectation and reality between the two is set to D₁D₂ respectively: 8 $D_{1} = E_{y 1} - R_{y 1}$ 9 $D_{2} = E_{y 2} - R_{y 2}$

In reality, D₁ and D₂ are difficult to align with D₀, i.e., the following scenarios are possible: 1)

${\begin{array}{l} D_{1} \leq D_{0} \\ D_{2} \leq D_{0} \end{array}$ , the talent cultivation model realizes all for both.

2)

${\begin{array}{l} D_{1} \leq D_{0} \\ D_{2} > D_{0} \end{array}$ , the university believes that the talent training model is realized and the students’ own expectations are not met.

3)

${\begin{array}{l} D_{1} > D_{0} \\ D_{2} \leq D_{0} \end{array}$ , the university believes that the talent development model is not realized and the students meet their expectations.

4)

${\begin{array}{l} D_{1} > D_{0} \\ D_{2} > D_{0} \end{array}$

From the conditional assumptions of the above equation, it can be obtained that universities and students are given the same number of opportunities to recognize the talent development model. If the two can reach a consistent effect, it is necessary for Ey₁ and Ey₂, Ry₁ and Ry₂ to be consistent. Therefore, colleges and universities must have good communication with students, which will be conducive to the realization of the talent training model, i.e., to achieve the convergence of actual and expected.

3.3

Evaluation Model of Higher Education Students’ Employment and Entrepreneurship Ability

This paper takes students of F higher vocational colleges as the research object, and carries out a one year teaching practice of the coupled development path of ideological and political education and the development of employment and entrepreneurship ability in the sophomore majors of F higher vocational colleges. Fuzzy comprehensive evaluation is utilized to evaluate the development level of students’ employment and entrepreneurial ability.

Located in Shandong Province, F Higher Vocational College is a private general institution. The university has two campuses, covering an area of about 2,400 mu, with a construction area of about 750,000 square meters, a library collection of about 2.65 million volumes, and a campus greening area of 71%, and has been awarded the honorary titles of “National Greening Model Unit” and “Advanced Greening Unit of Shandong Province”.

The school attaches importance to the practical ability of students, and has developed 15 on-campus practical training centers, including machining, electronic information, medical nursing, art design, building construction, logistics management, pre-school education, automobile maintenance and commercial marketing. It has established off-campus internship and training bases with more than 110 cooperative organizations, providing internship and training venues and opportunities for school students.

3.3.1

Indicator system

Evaluation index system refers to the organic whole with internal structure composed of the characteristics of each aspect of the evaluation object and its interconnected multiple indicators. This paper determines the basic content of the evaluation index system for students’ employment and entrepreneurship abilities in higher vocational colleges, in combination with the principle of evaluation index construction. According to the results of the expert consultation, combined with the suggestions given by experts, the irrelevant indicators are deleted, and finally the evaluation index system of the employment and entrepreneurship ability of students in higher vocational colleges is established.

The specific content of the evaluation index system of students’ employment and entrepreneurship ability in higher vocational colleges is shown in Table 1. The four first-level indicators are vocational ability, problem-solving ability, teamwork ability, and innovation ability. They include the following secondary indicators, vocational ability (basic vocational ability C1, key vocational ability C2), problem handling ability (reaction to problems C3, problem solving method C4, problem solving effect C5), teamwork ability (division of labor and collaboration ability C6, communication and seminar C7), and innovation ability (innovation awareness and thinking C8, innovation method C9).

Table 1.

Student employment ability evaluation index system

Target layer	Primary indicator	Secondary indicator	Tertiary index
The evaluation index system of students’ employment and entrepreneurial ability in higher vocational colleges(A)
	Professional ability(B1)	Basic professional ability(C1)	Professional ability(D1)
		Basic professional ability(C1)	Method ability (D2)
		Critical career(C2)	Specific ability (D3)
		Critical career(C2)	Personal traits (D4)
	Problem handling capability (B2)	The reaction to the problem(C3)	Face the problem(D5)
		The reaction to the problem(C3)	Analytical ability(D6)
		The way to solve the problem(C4)	Strategic deployment capability(D7)
		The way to solve the problem(C4)	Gather and gather information ability(D8)
		roblem solving(C5)	Ability to handle problems(D9)
		roblem solving(C5)	Results gain and reflect(D10)
	Team ability(B3)	Division of labor(C6)	Team cohesion(D11)
		Division of labor(C6)	Team force(D12)
		Exchange seminar(C7)	Team learning force(D13)
		Exchange seminar(C7)	Team communication(D14)
	Innovative ability(B4)	Innovation consciousness and thinking(C8)	Innovative idea(D15)
			Innovation spirit(D16)
			Creative thinking(D17)
		Innovative method(C9)	Specific innovation ability(D18)
		Innovative method(C9)	Final innovation(D19)

3.3.2

Indicator weights

This study was conducted by constructing a hierarchical model, constructing a judgment matrix, and determining the weights of the indicators. The weights of the indicators are shown in Table 2. The results of the above expert scores show that the weights of vocational ability, problem solving ability, teamwork ability and innovation ability are 0.2965, 0.4598, 0.1352 and 0.1085 respectively, among which the problem solving ability is the most important one among the employment and entrepreneurship abilities of the students in higher vocational colleges and universities. Table 2.

Index weight

Target layer	Criterion layer	Weighting	Index layer	Weighting	Solution layer	Weighting
The evaluation index system of students’ employment and entrepreneurial ability in higher vocational colleges(A)
	B1	0.2965	C1	0.6753	D1	0.5063
			C1	0.6753	D2	0.4937
			C2	0.3247	D3	0.5200
			C2	0.3247	D4	0.4800
	B2	0.4598	C3	0.4114	D5	0.5600
			C3	0.4114	D6	0.4400
			C4	0.2247	D7	0.6510
			C4	0.2247	D8	0.3490
			C5	0.3639	D9	0.5983
			C5	0.3639	D10	0.4017
	B3	0.1352	C6	0.5268	D11	0.5285
			C6	0.5268	D12	0.4715
			C7	0.4732	D13	0.4560
			C7	0.4732	D14	0.5440
	B4	0.1085	C8	0.3597	D15	0.3565
					D16	0.4525
					D17	0.1910
			C9	0.6403	D18	0.5200
			C9	0.6403	D19	0.4800

1)

Consistency test

The judgment matrix can only be tested to show that it is logically sound, so as to continue to analyze the results. Therefore, when the weights of the indicators are determined, the consistency of the corresponding indicators needs to be tested. When the consistency ratio C.R. < 0.1, the consistency of the judgment matrix is considered acceptable, and when C.R. > 0.1, it is considered that the judgment matrix does not meet the consistency requirements, so it is necessary to correct the judgment matrix and conduct the consistency test again.

The C.R. of each index calculated in this study is less than 0.1, which passes the consistency test and indicates that the setting of the weights of each index is acceptable. The details are as follows:

Criterion level consistency test: A=(0.2965, 0.4598, 0.1352, 0.1085), C.R.=0.0924<0.1, passes consistency test.

Indicator level consistency test:

B1=(0.6753, 0.3247), C.R.=0.0052<0.1, passes consistency test.

B2=(0.4114, 0.2247, 0.3639), C.R.=0.0712<0.1, passes consistency test.

B3=(0.5268, 0.4732), C.R.=0.0011<0.1, passes consistency test.

B4=(3597, 0.6403), C.R.=0.0005<0.1, passes the consistency test.

Similarly the consistency test can be performed on the program layer, and all program layers pass the consistency test.

2)

Hierarchical ordering

The indicators at all levels are sorted after calculating and determining the weights of each indicator, and the weights of each indicator are sorted according to Table 3.

Through the results, it can be seen that the proportion of problem solving ability (B2=0.4598) in the first-level indicators is the largest, which is considered the most important by experts. Problem solving effect (C5=0.3562), basic professional competence (C1=0.2153) and synergistic division of labor (C6=0.1213) accounted for a larger share of the second-level indicators. The tertiary indicators of result acquisition (D10=0.3275), reflection and professional competence (D1=0.1454), and the ability to deal with problems (D9=0.1025) accounted for a large proportion of the indicators and were relatively important.

Table 3.

The weights of each index are sorted

Primary indicator	Weighting
Problem handling capability (B2)	0.4598
Professional ability(B1)	0.2965
Team ability(B3)	0.1352
Innovative ability(B4)	0.1085
Sort	B2>B1>B3>B4
Secondary indicator	Weighting
Problem solving(C5)	0.3562
Basic professional ability(C1)	0.2153
Division of labor(C6)	0.1213
The way to solve the problem(C4)	0.0875
Exchange seminar(C7)	0.0611
Critical career(C2)	0.0465
The reaction to the problem(C3)	0.0452
Innovation consciousness and thinking(C8)	0.0364
Innovative method(C9)	0.0305
Sort	C5>C1>C6>C4>C7>C2>C3>C8>C9
Tertiary index	Weighting
Results gain and reflect(D10)	0.3275
Professional ability(D1)	0.1454
Ability to handle problems(D9)	0.1025
Face the problem(D5)	0.0858
Method ability (D2)	0.0721
Personal traits (D4)	0.0577
Analytical ability(D6)	0.0465
Strategic deployment capability(D7)	0.0314
Specific ability (D3)	0.0295
Creative thinking(D17)	0.0261
Innovation spirit(D16)	0.0174
Team learning force(D13)	0.0151
Innovative idea(D15)	0.0124
Gather and gather information ability(D8)	0.0096
Specific innovation ability(D18)	0.0063
Team force(D12)	0.0045
Team communication(D14)	0.0042
Team cohesion(D11)	0.0035
Final innovation(D19)	0.0025
Sort	D10>D1>D9>D5>D2>D4>D6>D7> D3>D17>D16>D13>D15>D8>D18> D12>D14>D11>D19

3.4

Evaluation of students’ employability and entrepreneurship

3.4.1

Fuzzy integrated evaluation method

This paper constructs an evaluation index system for employment and entrepreneurship ability of students in higher vocational colleges and universities using hierarchical analysis methods, and determines the weight of each index. Based on this, it utilizes the fuzzy comprehensive evaluation method to evaluate the cultivation level of ideological and political education, employment ability, and entrepreneurial ability of F higher vocational colleges and universities.

The specific operational steps are: 1)

Establish evaluation target indicators and judgment set

The evaluation of the employment and entrepreneurship ability of students in F higher vocational colleges and universities is divided into five grades: “very good, good, fair, poor, very poor”. Therefore, the judgment set is V = (V₁,V₂,V₃,V₄,V₅), and each grade corresponds to a fuzzy subset, and the evaluator can make evaluation results according to the judgment set.

2)

Determination of single-factor fuzzy relationship matrix the fuzzy relationship matrix is composed of the fuzzy subset affiliation degree of each index over the rank of the evaluated object. That is, from a certain indicator, the affiliation degree of the rank fuzzy subset corresponding to the employment and entrepreneurship ability of students in F higher vocational colleges and universities, so as to obtain the fuzzy relationship matrix R_i: 10 $R_{i} = (\begin{matrix} r_{11} & r_{12} & \dots & r_{1 m} \\ r_{21} & r_{22} & \dots & r_{2 m} \\ ⋮ & ⋮ & \dots & ⋮ \\ r_{m 1} & r_{m 2} & \dots & r_{m 2} \end{matrix})$

Where m is the number of elements in the indicator set A_i, n represents the number of elements in the judgment set, r_mn represents the degree of affiliation of the judgment set of this and the indicator, and the data can be obtained through the statistical organization of the questionnaire results.

3)

Calculation of fuzzy comprehensive evaluation results According to the principle of fuzzy mathematics, the comprehensive evaluation result S is obtained by the composite operation of weight vector W and fuzzy relationship matrix R. That is: 11 $S = W * R_{i} = (W_{1}, W_{2}, \dots, W_{m}) * (\begin{matrix} r_{11} & r_{12} & \dots & r_{1 m} \\ r_{21} & r_{22} & \dots & r_{2 m} \\ ⋮ & ⋮ & \dots & ⋮ \\ r_{m 1} & r_{m 2} & \dots & r_{m 2} \end{matrix})$

In this paper, firstly, we need to make a fuzzy comprehensive evaluation of the secondary indicators, which is calculated as follows: 12 $\begin{array}{l} B_{1} = W_{11} * R_{11} = (w_{11} w_{12} w_{13} w_{14} w_{15}) * (\begin{matrix} r_{11} & r_{12} & r_{13} & r_{14} & r_{15} \\ r_{21} & r_{22} & r_{23} & r_{24} & r_{25} \\ r_{31} & r_{32} & r_{33} & r_{34} & r_{33} \\ r_{41} & r_{42} & r_{43} & r_{44} & r_{45} \\ r_{51} & r_{52} & r_{53} & r_{54} & r_{55} \end{matrix}) \\ = (b_{11} b_{12} b_{13} b_{14} b_{15}) \end{array}$

By analogy, B₂ and B₃ are calculated, from which the first-level indicator affiliation matrix can be derived: 13 $R = [\begin{matrix} B_{1} \\ B_{2} \\ B_{3} \end{matrix}] = (\begin{matrix} b_{11} & b_{12} & b_{13} & b_{14} & b_{15} \\ b_{21} & b_{22} & b_{23} & b_{24} & b_{25} \\ b_{31} & b_{32} & b_{33} & b_{34} & b_{35} \end{matrix})$

Finally, a fuzzy composite evaluation was calculated: 14 $\begin{array}{l} B & = W * R = (w_{1} w_{2} w_{3}) * (\begin{matrix} b_{11} & b_{12} & b_{13} & b_{14} & b_{15} \\ b_{21} & b_{22} & b_{23} & b_{24} & b_{25} \\ b_{31} & b_{32} & b_{33} & b_{34} & b_{35} \end{matrix}) \\ = (b_{1} b_{2} b_{3} b_{4} b_{8}) \end{array}$

This results in the comprehensive evaluation results of the employment and entrepreneurship ability of students in F higher vocational colleges and universities. According to the principle of maximum affiliation, the rubrics in the set of rubrics corresponding to the maximum value of each element in B are the comprehensive evaluation results of the employment and entrepreneurship ability of students in higher vocational colleges and universities in F.

3.4.2

Evaluation of the achievement of capacity development

A questionnaire survey was conducted on 120 students enrolled in F higher vocational colleges and universities to find out the students’ self-evaluation of the achievement of the cultivation objectives of vocational competence, problem solving ability, teamwork ability, and innovation ability. The statistical results of the achievement of the cultivation objectives for employment and entrepreneurship abilities are shown in Table 4.

Table 4.

The training target is reached to the statistical results

Culture target	The achievement of the training target
Culture target	Very good	Better	General	Worse	Very bad
Develop target 1:Professional development	95	15	10	0	0
Develop target 2:Problem handling ability	100	15	5	0	0
Develop target 3:Team ability	98	13	9	0	0
Develop target 4:Innovative ability	102	10	8	0	0
Mean value	98.75	13.25	8	0	0
Overall ratio	82.29%	11.04%	6.67%	0%	0%

The development of employment and entrepreneurship ability of 120 students in F higher vocational colleges and universities was categorized into five grades: “very good, good, fair, poor, very poor”. The proportion of each grade is 82.29%, 11.04%, 6.67%, 0% and 0% respectively. More than 80% of the 120 students surveyed believe that the teaching and implementation path of coupling ideological and political education with the development of employment and entrepreneurial ability implemented by the school can help them achieve the goal of employment and entrepreneurial ability, and recognize the teaching and implementation path of coupling ideological and political education with the development of employment and entrepreneurial ability.

A questionnaire survey was conducted with 65 school teachers to evaluate their evaluation of the achievement of vocational ability, problem-solving ability, teamwork ability, and innovation ability training objectives. The statistical results are shown in Table 5.

Table 5.

The statistics of the training target

Culture target	The achievement of the training target
Culture target	Very good	Better	General	Worse	Very bad
Develop target 1:Professional development	55	8	2	0	0
Develop target 2:Problem handling ability	50	10	5	0	0
Develop target 3:Team ability	50	11	4	0	0
Develop target 4:Innovative ability	48	9	8	0	0
Mean value	50.75	9.5	4.75	0	0
Overall ratio	78.08%	14.61%	7.31%	0%	0%

Teachers’ evaluation of the employability and entrepreneurship development of the 120 students of the university is that 78.08% of the teachers consider the employability and entrepreneurship development of the students to be at a “very good” level. 14.61% and 7.31% of the students considered the level of enrollment to be “good” and “fair”, respectively.

Next, the fuzzy comprehensive evaluation method is used to evaluate the achievement of the training objectives. We set up a comprehensive evaluation of the achievement of training objectives O = {O₁}. The factors to be evaluated are: current students and teachers, and this is used to form the argument domain. 15 $U = {\begin{cases} T h e s t u d e n t s' t r a i n i n g t a r g e t i s a c h i e v e d (U_{1}) \\ T h e t e a c h e r t r a i n i n g t a r g e t t o a c h i e v e t h e s i t u a t i o n s t a t i s t i c s (U_{2}) \end{cases}}$

For Single Factor Function U, collect a certain amount of data to illustrate the perceptions of the indicator and set the domain of the rubric. 16 $V = {\begin{cases} V e r y g o o d \\ B e t t e r \\ G e n e r a l \\ W o r s e \\ V e r y b a d \end{cases}}$

After the fuzzy comprehensive evaluation judgment processing, the results of the survey on the achievement of the training objectives are that 75.67% of the higher vocational students’ employment and entrepreneurship ability achievement is at the level of “very good”. It shows that the talent cultivation effect of the coupled path of ideological and political education and employment and entrepreneurship development implemented by F higher vocational colleges and universities is good, prompting 75.67% of higher vocational colleges and universities students to be proficient in employment and entrepreneurship, and enhancing their employment and entrepreneurship success rate. The achievement of the four grades of “good, fair, poor and very poor” is 14.55%, 9.78%, 0% and 0%.

4

Conclusion

This paper analyzes the feasibility of the coupled development of ideological and political education and employment and entrepreneurship ability development and cultivation in higher vocational colleges, and puts forward the path of the coupled development of the two. It carries out the teaching implementation, establishes the evaluation index system of employment and entrepreneurship ability of students in higher vocational colleges, and utilizes the fuzzy comprehensive evaluation method to judge the ability achievement. According to the judgment results, the feasibility of combining ideological and political education with employment and entrepreneurship ability development and cultivation in higher vocational colleges has been verified.

Aiming at the constituent elements of talent cultivation mode and the difference modeling of the cultivation of students’ employment and entrepreneurship ability in higher vocational colleges and universities, the evaluation model of students’ employment and entrepreneurship ability in higher vocational colleges and universities with four first-level indicators is constructed, namely, vocational ability, problem solving ability, teamwork ability, and innovation ability.

After the implementation of the teaching, the evaluation results of the student group and the teacher group on the achievement of the goal of cultivating the employment and entrepreneurship ability of the students in higher vocational colleges and universities were counted, in which 82.29% of the students thought that the development of their own employment and entrepreneurship ability had reached the level of “very good”. 78.08% of the teachers consider that the development of employability and entrepreneurship of the students is at a “very good” level. The results of the fuzzy comprehensive evaluation show that 75.67% of the students of higher vocational colleges and universities have achieved a “very good” level of employability and entrepreneurship. Thus, it can be shown that ideological and political education and the development of students’ employment and entrepreneurial ability in higher vocational colleges and universities are coupled and synergized. The combination of ideological and political education and the development of students’ employment and entrepreneurial abilities can improve their employment and entrepreneurial abilities.

Sprache:: Englisch

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Fachgebiete der Zeitschrift:: Biologie, Biologie, andere, Mathematik, Angewandte Mathematik, Mathematik, Allgemeines, Physik, Physik, andere

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The Coupling Mechanism between Ideological and Political Education and Employment and Entrepreneurship Ability Development of Students in Higher Vocational Colleges and Universities Driven by Deep Learning

Chengyan Wu

Online veröffentlicht: 19. März 2025

Eingereicht: 04. Nov. 2024

Akzeptiert: 12. Feb. 2025

DOI: https://doi.org/10.2478/amns-2025-0379

SchlüsselwörterFuzzy comprehensive evaluation, Index weight, Coupling mechanism, Employment and entrepreneurship ability

© 2025 Chengyan Wu, published by Sciendo

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

Schlüsselwörter
Fuzzy comprehensive evaluation, Index weight, Coupling mechanism, Employment and entrepreneurship ability