A Study on the Development of EFL Teachers' Curriculum-based Political and Civic Awareness in Higher Education Institutions

Abstract

With the in-depth advancement of the connotative development of higher education, the organic integration of Curriculum-based Political and Civic Awareness with professional teaching has become an important pathway to fulfill the fundamental task of fostering virtue and cultivating talents. As a crucial vehicle for humanities education, college English teaching possesses the dual functions of value guidance and language proficiency cultivation, and the realization of this function depends on the systematic enhancement of teachers' Curriculum-based Political and Civic Awareness teaching capabilities. Based on constructivism, humanism, and cross-cultural communication theories, this study demonstrates the theoretical basis and feasibility of integrating English teaching with Curriculum-based Political and Civic Awareness. It further elucidates the connotative characteristics of college English teachers' Curriculum-based Political and Civic Awareness teaching competence and its core component system, which consists of value cognition, disciplinary transformation, and teaching implementation. Building on this foundation, a development pathway for college English teachers' Curriculum-based Political and Civic Awareness teaching competence is constructed from three dimensions: the enhancement of teachers' professional qualities, teaching practice and reflection mechanisms, and institutional guarantees and resource support. This aims to promote the transformation of English education from an instrumental orientation towards the goal of holistic education, thereby providing a theoretical reference and practical framework for deepening the reform of foreign language education in higher education institutions.