Exploration of Collaborative Education between Higher Vocational Ideological and Political Courses and Curriculum-based Ideological and Political Education

Abstract

With the deepening of the connotative development of vocational education, the organic integration of knowledge impartation and value guidance has become a significant issue in higher vocational education. This research focuses on the collaborative education between higher vocational ideological and political courses and curriculum-based ideological and political education, systematically exploring its theoretical logic, collaborative mechanisms, and practical pathways. It establishes the theoretical foundation through holistic educational philosophy, systems science theory, and constructivist learning theory; analyzes the logical connections between the two in terms of objectives, content, and process dimensions, clarifying their interactive, reinforcing, and balancing collaborative mechanisms; and proposes pathway models such as systematic integration, while constructing safeguard mechanisms involving organizational management, evaluation and incentive systems, and resource support to form an overall framework for collaborative education. This study provides theoretical support and practical guidance for addressing the disconnection between intellectual and moral education in higher vocational education, holding significant value for cultivating high-quality technical and skilled talents who possess both moral integrity and professional competence.