Research on the Integration Path of Project-Based Teaching and Ideological and Political Education in Curricula for New Business Studies in the Digital Intelligence Era

Abstract

Digital intelligence technology is reshaping business logic and the structure of competencies for New Business Studies talents, thereby presenting new challenges for the integration of value guidance and professional capabilities. This study focuses on the integration path of project-based teaching and ideological and political education in curricula within the context of the digital intelligence era. Starting from the logical foundation of value transformation, it analyzes the iteration of talent cultivation objectives, the expansion of the connotations of ideological and political education in curricula, and the theoretical basis for their coupling. This study constructs an endogenous ideological and political mechanism and a design framework for project-based teaching, encompassing principles for topic selection integration, pathways for implicit embedding, and indicators for evaluation. Furthermore, it explores three integration models enabled by digital intelligence technologies: dynamic allocation of ideological and political resources based on platforms, ideological and political interaction within virtual-real integrated scenarios, and data-driven dynamic feedback on effects. This study aims to reveal the inherent advantages of project-based teaching as a carrier for ideological and political education in curricula, providing a theoretical reference for the organic integration of professional education and value education in New Business Studies in the digital intelligence era.