Chunqiu Cao1, Yuran Zhang2,*
1School of Marxism, Wuxi City Vocational and Technical College, Wuxi 214174, Jiangsu, China.
2School of Marxism, Shijiazhuang Preschool Teachers College, Shijiazhuang 050000, Hebei, China.
*Corresponding author: Yuran Zhang
Funding: This study is supported by the 2025 Jiangsu Provincial Social Science Applied Research Excellence Project, Special Program for Ideological and Political Education in Higher Education (Project No. 25SZC-147).
Abstract
Generative artificial intelligence (AI) is reshaping higher education, offering opportunities and challenges for value-oriented teaching. In China, ideological and political theory courses (IPCs) serve both to transmit knowledge and foster civic responsibility, moral values, and national identity, making their integration with AI especially consequential. Drawing on peer-reviewed articles and policy documents from 2023-2025, this study synthesizes Chinese and international perspectives. Domestic research highlights value–policy frameworks, classroom innovation, and risk–governance models, but remains largely normative, unevenly attentive to regional differences, and limited in empirical validation. International scholarship emphasizes critical AI literacy, task-based pedagogy, democratic participation, and safeguards for fairness and transparency. These studies often use surveys and longitudinal analysis, yet remain Western-centric and insufficiently focused on equity in developing contexts. Comparative analysis reveals consensus on AI’s potential to enhance personalization, interactivity, and immersion, while affirming teachers’ indispensable role. Divergences persist in value orientation, methodological rigor, and governance priorities. This review contributes by bridging Chinese and international perspectives, identifying gaps, and outlining a research agenda on longitudinal designs, cross-cultural comparisons, teacher development, and governance innovation.
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