Haidong Yu, Jiaying He

Haidong Yu

July 24, 2025

Curriculum ideological and political education, Teaching competence of teachers, Evaluation index system, Delphi method, Analytic Hierarchy Process (AHP).

With the deepening of the fundamental task of "cultivating virtue and educating people" in higher education in the new era, the incorporation of ideological and political values into curricular content has emerged as a central focus and strategic objective in higher education reform efforts. As the core implementers of such reforms, university teachers' proficiency in value-based instructional practices plays a decisive role in achieving curriculum-related ideological objectives and enhancing instructional quality. To scientifically evaluate the comprehensive ability of university teachers in ideological and political education, this article constructs an ideological and political education ability evaluation index system based on the teaching process logic of "before course, during course, and after course", consisting of 6 primary indicators and 17 secondary indicators. Expert consultation and revision were conducted on the initial indicator system using the Delphi method, and the weights of each indicator were calculated using the Analytic Hierarchy Process (AHP) to determine the relative importance of each capability dimension in the overall evaluation system. The research results indicate that the "Competence in Identifying Ideological and Political Elements in the Curriculum", the "Capacity for Developing Resources for Ideological and Political Education", and the "Capability for Continuous Improvement in Ideological and Political Teaching" are key dimensions of ideological-political teaching competence in higher education, and have high practical value and guiding significance. This study can provide theoretical support and methodological references for evaluating and improving the ideological and political teaching abilities of university teachers, optimizing teaching management mechanisms, and informing subsequent empirical research.

© 2025, the Authors. Published by ISCCAC

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