Evaluation of Curriculum Ideological and Political Education in Chinese Higher Education: A Systematic Review

Abstract

Much attention has been focused on evaluation of the curriculum ideological and political education in Chinese higher education. By means of a systematic literature review, this paper aims to analyze the current situation and the influencing factors of the curriculum ideological and political education evaluation in China. The key findings are highlighted that factors such as policy orientation, school factor, teaching factor, teacher factor, student factor etc. jointly influence the process and results of evaluation. These factors are intertwined, and together they shape the formation and development of the evaluation system of the ideological and political educations of Chinese higher education programmes. This article fills the limited gap in the systematic evaluation of curriculum ideological and political education in Chinese higher education context by adopting the preferred reporting item of systematic evaluation and meta-analysis (PRISMA) to review current research. The selected articles within the inclusion and exclusion criteria were from the two core journal databases Web of science and Scopus. An in-depth understanding of these influencing factors is important for optimizing the evaluation mechanism and improving the quality of the curriculum ideological and political education. Future research can further explore the interrelationships among the factors in depth and provide more scientific and effective guidance for advancing the construction of curriculum ideological and political education in Chinese higher education.