A Sustainable Evaluation of Ideological and Political Education in University Curricula Based on the CIPP Model
Abstract
courses—known as curriculum-based ideological and political education—aims to integrate moral cultivation with knowledge and competence development. However, existing evaluation systems for such courses often suffer from fragmented standards, insufficient feedback
mechanisms, and weak sustainability. This study employs the CIPP (Context–Input–Process–Product) evaluation framework to construct a
sustainable evaluation system for curriculum-based ideological and political education in universities. Using a sample of 200 students and 20
faculty members from a comprehensive university, data were collected across four dimensions: context, input, process, and product. Analytical methods included descriptive statistics, factor analysis, and regression modeling. Results demonstrate that policy support, teacher competence, classroom interaction, and feedback mechanisms significantly affect learning outcomes. The CIPP-based system not only enables
continuous monitoring of course implementation but also provides data-driven support for iterative improvement. The findings offer practical
guidance for enhancing ideological and political education in higher education and contribute to the development of sustainable evaluation
frameworks.
Keywords
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DOI: http://dx.doi.org/10.18686/ede.v4i3.14295
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