Research on the Innovation Path of Civic and Political Education in Colleges and Universities in the New Era--Led by Socialist Core Values
Pubblicato online: 19 mar 2025
Ricevuto: 24 ott 2024
Accettato: 12 feb 2025
DOI: https://doi.org/10.2478/amns-2025-0497
Parole chiave
© 2025 Daojing Pang et al., published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
College students in the new era, in terms of political literacy, must establish the Marxist worldview, outlook on life and values; in terms of ideological literacy, they should consciously practice the socialist core values; in terms of moral literacy, they must have good moral qualities and high spiritual realm, and have a sound personality. These are the requirements of the new era for the ideological and political character of college students [1–2]. And the purpose of ideological and political education in colleges and universities is to cultivate students to establish correct socialist values [3–5].
Socialist core values refer to the basic content and embodiment of Marxist values, which are the value goals and value orientation put forward by China in the new era based on the realization of the great rejuvenation of the Chinese nation [6–8]. Socialist core values include patriotism, collectivism, dedication, wealth and strength, democracy, civilization, harmony, freedom, equality and the rule of law [9–11]. These values consciously reflect the development requirements of the country, and are also the expression of an excellent cultural tradition and national spirit. In this context, the task of Civic and Political Education is to let the majority of young students establish socialist core values, deeply understand their connotations, and consciously practice the specific requirements therein, so as to cultivate talents of the new era with lofty ideals and good moral qualities [12–14]. In Civic and Political Education, it is necessary to focus on case study, social research, discussion and research to guide students to deeply understand the socialist core values and improve their own ideological and moral level through personal practice [15–17]. At the same time, it is also necessary to strengthen the guidance of students, so that they can develop the courage to take responsibility, carry forward the spirit of innovation, the formation of a healthy lifestyle and other qualities, so as to comprehensively cultivate high-quality talents to adapt to the development of the times and the needs of society.
Socialist core values are carried through the process of enhancing the affinity and relevance of ideological and political education, providing the theoretical basis, core content and value guidance. Therefore, in order to promote the high-quality development of ideological and political education in colleges and universities in the new era, it is necessary to take the socialist core values as a leader in order to realize the fundamental task of ideological and political education in colleges and universities in the new era of cultivating morality and educating people.
Socialist core values are the kernel of the socialist core value system, and are the highly generalized and concentrated expression of the socialist core value system. This study takes the socialist core values as the lead and actively carries out the research on the innovation path of ideological education in colleges and universities in the new era. Firstly, a quantitative research on the socialist core values of college students is conducted. The questionnaire of socialist core values of college students is set up to analyze, and the test of scale reliability and validity as well as regression analysis are carried out. Based on the results of the quantitative study, the corresponding practice strategy of socialist values leading the Civic Education is proposed from two aspects. First, based on the value recognition aspect, the analysis is carried out in four parts, namely, innovating cultivation awareness, optimizing cultivation resources, strengthening cultivation linkage, and emphasizing practice and formation. The second is based on the practice strategy of college students’ civic education led by socialist core values, which is described in two parts: integrating socialist core values education into the teaching of civic education courses and integrating socialist core values education into the construction of campus culture. The above strategies are applied in the Civic and Political Education of a university to verify the teaching effect.
The scale was analyzed using item analysis, factor analysis and path analysis to develop the Socialist Core Values Scale for College Students and examine its reliability and validity. Subjects College students from 10 universities in Guangdong Province were selected. They are: Sun Yat-sen University, South China University of Technology, South China Normal University, Jinan University, Shenzhen University, Guangdong University of Foreign Studies, Guangdong University of Technology, South China Agricultural University, Southern Medical University and Southern University of Science and Technology. A total of 4,672 questionnaires were distributed, with 3,815 valid questionnaires and a validity rate of 81.66%. The composition of subjects is shown in Table 1. Instruments Based on the relevant operational definitions, a 120-question questionnaire on socialist core values for college students was compiled, i.e., the Core Socialist Values Scale for College Students. The national, values subscale contains 4 dimensions, namely, richness and strength, democracy, civilization and harmony, and there are 40 questions in the subscale, with 10 questions in each dimension; the social values subscale contains 4 dimensions, namely, freedom, equality, justice, and the rule of law, and there are 40 questions in the subscale, with 10 questions in each dimension; and the civic (personal) values subscale contains 4 dimensions, namely, patriotism, dedication, honesty and friendliness, and there are 40 questions in the subscale, with 10 questions in each dimension. The subscale consists of 40 questions, 10 questions for each dimension. The questionnaire was rated on a 5-point Likert scale from “very poor match” to “very good match” on a scale of 1 to 5. All the questions were arranged in the order of dimensions. In preparing the questionnaire, it is important to use generalized words and phrases for presentation; avoid ambiguity; use clear and precise words; declarative sentence presentation; and include both positive and negative questions. Implementation methods and procedures Collective administration of the test. Send the questionnaire by mail and entrust counselors and teachers to administer the test in accordance with the “Notes on the Administration of the Questionnaire”. Administration time: 2024.9.25-2024.10.25 After the questionnaires were collected, the completeness and authenticity of the answers were checked, and the questionnaires with more than 10 unanswered questions and some regularity in the results were deleted. Data processing This study used Epodata 3.1 for data entry and SPSS 20.0 and Amos 22.0 for data processing.
Test subject composition
| Category | Number of people | |
|---|---|---|
| Sex | Male | 1893 |
| Female | 1922 | |
| Discipline | Economics, Management, Law | 1370 |
| Science, engineering, agriculture, Medicine | 1691 | |
| Literature, Philosophy, art, education | 754 | |
| Grade | Freshman year | 1156 |
| Sophomore year | 1010 | |
| Junior year | 934 | |
| Senior year | 715 | |
| Family domicile | City | 1794 |
| Counties and towns | 1165 | |
| village | 856 | |
| Total | 3815 |
Reliability refers to the reliability of the measurement and the stability of the measurement results. The reliability value Cronbach’s α coefficient, i.e., homogeneity reliability, for the Scale of Socialist Core Values for College Students. The results are shown in Table 2
The homogeneity coefficient of the subscale of socialist core values
| Subscale | Cronbach’s α coefficient | Dimension (Factor) | Cronbach’s α coefficient |
|---|---|---|---|
| National values | 0.926 | Prosperity | 0.791 |
| Democracy | 0.857 | ||
| Civilization | 0.783 | ||
| Harmony | 0.805 | ||
| Social values | 0.895 | Freedom | 0.784 |
| Equality | 0.801 | ||
| Justice | 0.706 | ||
| Rule of law | 0.762 | ||
| Civic (Personal) values | 0.931 | Patriotic | 0.928 |
| Dedicated | 0.821 | ||
| Honest | 0.873 | ||
| Friendly | 0.858 | ||
| Aggregate list of socialist core values | 0.957 |
From the results of the reliability analysis of the above scales, the α coefficient of the total scale of college students’ socialist core values is 0.957, of which the α coefficients of national values, social values and personal values under each subscale are 0.925, 0.895 and 0.931 respectively, all of which are much higher than the standard value of 0.7 of the academic research, indicating that the internal consistency of the scales used in the current study is high, and the measurement results are very reliable.
The validity analysis of the college students’ socialist core values identity scale is shown in Table 3, and the KMO value of the socialist core values identity scale is 0.948, which is greater than the standard value of 0.7 identified by the academic community as more suitable for factor analysis, and the significance level of Barelett’s sphere test is 0.002, which is less than 0.01 and reaches significance, representing that The common factors between the variables exist and are very suitable for factor analysis.
KMO and Barelett’s test results of socialist core values
| KMO metric | 0.948 | |
|---|---|---|
| Barelett’s sphere test | Approximate chi-square | 17329.285 |
| df | 0.384 | |
| Sig. | 0.002 | |
In this study, we use the stepwise regression analysis method in SPSS22.0 software to regress the data and analyze the consistency of the main dimensions of the socialist core values of college students, which is a more commonly used method in empirical research. Based on the three dimensions of socialist core values and the division of 12 dimensional indicators in the previous section, we take each dimension and its indicators as the independent variables and conduct multiple linear regression analysis, and the regression results are shown in Table 4.
The regression analysis of socialist core values(Dimension index)
| Independent variable | Dependent variable | |||||
|---|---|---|---|---|---|---|
| Standard regression coefficient | T-value | Sig. | R2 | Adj.R2 | ||
| National values | Prosperity X1 | 0.225 | 6.568 | 0.001 | 0.769 | 0.711 |
| Democracy X2 | 0.194 | 5.274 | 0.000 | |||
| Civilization X3 | 0.183 | 7.688 | 0.020 | |||
| Harmony X4 | 0.158 | 7.209 | 0.008 | |||
| Social values | Freedom X5 | 0.173 | 5.745 | 0.001 | 0.648 | 0.683 |
| Equality X6 | 0.142 | 4.258 | 0.000 | |||
| Justice X7 | 0.184 | 5.177 | 0.000 | |||
| Rule of law X8 | 0.179 | 6.874 | 0.016 | |||
| Civic values | Patriotic X9 | 0.137 | 5.286 | 0.003 | 0.610 | 0.524 |
| Dedicated X10 | 0.145 | 4.381 | 0.006 | |||
| Honest X11 | 0.084 | 5.543 | 0.018 | |||
| Friendly X12 | 0.096 | 3.970 | 0.024 | |||
From the table of regression coefficients and significance coefficient test shown in Table 4 above, the following regression equation can be derived:
Y=0.225X1+0.194X2+0.183X3+0.158X4+0.173X5+0.142X6+0.184X7+0.179X8+0.137X9+0.145X10+0.084X11+0.096X12
From Table 4 we can draw the following conclusions:
All the regression coefficients were positive, indicating that the 12 independent variables had a positive impact on the ideological and behavioral choices of college students in agreeing with the core values of socialism. The standard regression coefficient of “prosperity and strength” in “national values” is 0.225, which is significantly higher than that of other indicators, indicating that “prosperity and strength” is the most important core socialist value for college students. The regression coefficient of “democracy” is 0.194, which ranks second, indicating that “democracy” has the second highest influence on identity in national values. Among the indicators of other dimensions, the order of importance from strongest to weakest is “justice”, “civilization”, “rule of law”, “freedom”, “harmony”, “dedication”, “equality”, “patriotism”, “friendliness” and “integrity”. The significance level P-values of the 12 independent variables of socialist values are all less than 0.05, indicating a close correlation between the independent variables and the dependent variables, i.e., socialist values have a significant explanatory power for the dependent variables. There is a high degree of consistency between the dimensions within the structure of socialist core values.
The descriptive statistical analysis of the subject college students on the core socialist values of college students and the dimensions of each subscale is shown in Table 5.As can be seen in Table 5, the mean values of the core socialist values of college students and the dimensions of each subscale range from 3.85 to 4.52, all of which are above the median value of 3 on the scale (Liker’s five-point scale), which suggests that the core social values of college students of the ten Guangdong colleges and universities surveyed are are relatively matched.
Overall situation of socialist core values of college students
| Item mean(M) | Standard deviation (SD) | |
|---|---|---|
| Prosperity | 4.17 | 0.82 |
| Democracy | 4.36 | 0.71 |
| Civilization | 3.85 | 0.88 |
| Harmony | 4.03 | 0.76 |
| National values | 4.10 | 0.85 |
| Freedom | 4.29 | 0.84 |
| Equality | 4.08 | 0.79 |
| Justice | 3.93 | 0.91 |
| Rule of law | 4.47 | 0.69 |
| Social values | 4.19 | 0.87 |
| Patriotic | 4.52 | 0.85 |
| Dedicated | 3.84 | 0.71 |
| Honest | 4.18 | 0.67 |
| Friendly | 4.26 | 0.88 |
| Civic values | 4.20 | 0.62 |
| Core socialist values | 4.16 | 0.59 |
Based on the quantitative research and analysis of socialist core values of college students in the previous chapter, in order to better carry out the innovation of ideology and politics in colleges and universities in the new era, this paper puts forward specific practice strategies from two aspects, one is based on the aspect of value identity, and analyzes the analysis in four aspects, namely, innovating the cultivation consciousness, optimizing the cultivation resources, enhancing the cultivation linkage and attaching importance to the practice of cultivation; and the other is based on the practice strategy of the ideology and politics education of college students under the leadership of the socialist core values. The first is based on value identity, analyzed from four aspects: innovating cultivation awareness, optimizing cultivation resources, strengthening cultivation linkage and emphasizing practice.
Innovative cultivation consciousness, stimulate the enthusiasm of self-cultivation of socialist core values
Colleges and universities should base their research on the new situation and changes in the ideological values of college student groups in the new era, and through the construction of diversified evaluation subjects and objective evaluation mediums and linkage evaluation loops, they should repeatedly stimulate the endogenous transformation power of the evaluation object, and comprehensively enhance the self-education consciousness of the evaluation object of college students. The innovation of top-level design guarantees the efficient implementation of specific cultivation.
Optimize educational resources and enhance the scientific nature of socialist core values cultivation
Optimize the cultivation content, colleges and universities set up special teaching and research groups, through the summary of the previous teaching resources, to deepen the connotation of socialist core values, in order to comprehensively enhance the scientific nature of the educational content. Strengthen the professional cultivation of teachers, change the traditional concept of teachers focusing only on the cultivation of professional courses, and enhance their ideological awareness, so as to enhance the quality of the cultivation work.
Strengthening joint cultivation and creating a collaborative educational environment for socialist core values
Taking cultural construction as a carrier, permeate the education content of socialist core values in the campus cultural construction planning, realize the development of college students’ cultural consciousness in the process of enhancing the nurturing role of campus environment, and better transmit the positive energy of socialist value identity. Colleges and universities can cooperate with college students’ families to educate them on socialist core values, and carry out online and offline joint education activities.
Emphasize the practice of cultivation to enhance the effectiveness of socialist core values cultivation
Colleges and universities should make full use of the regular Civics classroom and the professional classroom, especially to show the significance of the guidance of the theory to practice in the classroom, so that the socialist core values can walk in the same direction with all fields and disciplines. Colleges and universities should take the initiative to contact with local governments and industrial sectors for the practice of socialist core values of college students, and build more off-campus practice platforms, so that the social practice activities of college students can be more colorful and their theoretical learning and practical exercises can be seamlessly connected.
Integrate the education of socialist core values into the teaching of ideological and political theory courses, and play the role of the main channel of classroom teaching. Colleges and universities should take socialist core values as the main line and carry out overall planning and revision and improvement of the ideological and political theory courses in colleges and universities. By integrating the teaching of ideology and politics into the curriculum teaching of various professional disciplines, they help students master the scientific system and basic viewpoints of the theory of socialism with Chinese characteristics, and firm up their ideals and beliefs of socialism with Chinese characteristics. Apply the Marxist worldview and methodology to analyze and solve problems.
Colleges and universities should actively explore the teaching reform of ideological and political theory courses, build a moral education course system and teaching material system adapted to the physical and mental characteristics and growth rules of college students, update the educational concept, reform the teaching content, improve the teaching methods and means, innovate the teaching mode, strengthen the practical teaching, deepen the effect of education and teaching, infect people with vivid examples, and strive to present the great achievements of the construction of socialism and the advanced examples of the construction of spiritual civilization to the majority of students in a vivid and vivid manner. We strive to present the great achievements of socialist construction and the advanced examples of spiritual civilization construction to the students in a vivid manner.
Socialist core values education into the campus cultural construction, give full play to the role of cultural inculcation. By carrying out thematic, positive and colorful campus cultural activities, creating a lively and infectious educational situation, the specific requirements of socialist core values will be infiltrated, so that the socialist core values can be felt and known, so that college students accept the socialist core values while identifying with the campus culture.
Colleges and universities should integrate the education of cultivating and practicing socialist core values into the whole process of campus culture construction for college students, giving full play to the role of cultural inculcation. To lead the theme and content of campus culture construction with socialist core values, to carry out positive and healthy campus cultural activities integrating ideological, academic, scientific and technological, and artistic, and to build a campus culture reflecting the characteristics of socialism, the characteristics of the times, and the characteristics of the university. The campus culture of the university embodies the characteristics of socialism, the characteristics of the times and the characteristics of the university.
Based on the results of the previous study and the principles and strategies of teaching practice explored, in order to detect the teaching effect after the implementation of the Civic Government of Management Teaching Curriculum, this study applies the instructional design to the actual Principles of Management classroom teaching, and through the comparative analysis of the data from the questionnaire survey of the control class and the experimental class, we have a definite understanding of the teaching effectiveness of the Civic Government of the Principles of Management Curriculum after its implementation. The study is based on a comparative analysis of the data from the questionnaire survey of the control and experimental classes.
In this paper, a business administration class in the School of Management of a university is selected for teaching practice, and the education of ideological and political aspects is integrated into the teaching process of the principle of management, and another control class of the same level is taught in accordance with the teacher’s original teaching method. At the end of the course ideological and political practice, the teaching effect was tested by questionnaire survey method, using the invalid sample function of SPSS to screen the questionnaire processing, the same option selection rate of more than 90% of the samples are regarded as invalid samples. The experimental class has 58 people, 58 questionnaires were recovered, and 57 questionnaires were valid. In the control class, there were 56 students, 56 questionnaires were recovered, and 54 questionnaires were valid. The total number of valid questionnaires is 109.
In order to detect the teaching effect of the Principles of Management course Civics after its implementation, the classification of Civics elements was used as the basis for the design of the questionnaire, and SPSS software was used for the statistics and comparisons of the data to analyze the effect of integrating the course Civics in the Principles of Management course in the control class and the experimental class. The scale questions involved in this questionnaire are all based on a five-point Likert scale, with five options: “strongly disagree”, “disagree”, “uncertain”, “agree” and “strongly agree”, which are scored as 1, 2, 3, 4 and 5 respectively. The questionnaire consists of 20 questions, each question has five options, from A to E each option is assigned a score corresponding to 1 to 5 points, the questionnaire mainly includes two dimensions of historical mission and social responsibility.
The average scores of the control class and the experimental class answers were used as the reference basis for evaluating the effectiveness of the implementation of the course Civics. The results of this survey contain two main aspects, and the implementation comparison results are mainly from the dimensions of sense of historical mission and sense of social responsibility. Descriptive statistics on questions related to sense of historical mission The descriptive statistics of the control class and the experimental class on the issues related to the sense of historical mission are shown in Tables 6 and 7. Data analysis: 1-10 questions examined the students’ sense of historical mission including patriotism, traditional culture and responsibility, and the questionnaire survey was conducted through the spirit of patriotism that the students were familiar with as a way to understand the students’ sense of historical mission. According to the results of Table 6: the average value of the control class is 3.05. There are few extensions beyond the classroom knowledge involved in the usual classroom teaching, and even fewer patriotism education and the organic combination of the teaching of the principles of management. Table 7 shows that the average score of the experimental class is 3.75. Comparing with the teaching of the control class, the students of the experimental class have more frequently integrated patriotism into the teaching of the principles of management, and the students not only have a certain understanding of ancient Chinese science and technology, but also have a certain understanding of China’s current advanced technology, reviewing the history of the development of science and technology, and feeling the prosperity of the motherland. Descriptive statistics of social responsibility related questions The descriptive statistics of the control class and the experimental class on the issues related to the sense of social responsibility are shown in Tables 8 and 9. Data Analysis: Questions 11-20 examined the impact of incorporating Civics elements in the teaching of Principles of Management on the formation of students’ sense of social responsibility. According to the results of Table 8: the average score of the control class is 2.90. By analyzing the traditional classroom teaching, fewer students realize that the Civic and Political teaching on promoting students’ social responsibility is carried out in the classroom of Principles of Management, and the students are not clear enough about the role they play in the development of the society. Table 9 shows that the average score of the experimental class is 3.83. From the data, we can see that the students in the experimental class did feel the impact of the Civics education in this stage of the Principles of Management course, and their sense of social responsibility has been improved, and through the process of Civics teaching of the Principles of Management, the students understand that management and society are complementary to each other and progress together, which stimulates the students’ interest in learning. While acquiring knowledge of management, they understand the practical application of management in production and life, linking theory to practice, and cultivating students to develop a sense of contributing to the development and progress of society. Descriptive statistics for control class data Descriptive statistics for lab class data Descriptive statistics for control class data Descriptive statistics for lab class data
Number of cases
Standard deviation
Mean value
Q1
54
2.76
1.243
Q2
3.01
0.972
Q3
2.87
0.915
Q4
2.99
1.012
Q5
3.41
0.877
Q6
3.28
1.119
Q7
2.91
0.954
Q8
3.27
0.815
Q9
3.06
0.752
Q10
2.89
0.894
Number of cases
Standard deviation
Mean value
Q1
56
3.41
0.713
Q2
3.92
0.882
Q3
3.66
0.620
Q4
3.48
0.706
Q5
4.01
0.597
Q6
4.13
0.875
Q7
3.68
0.764
Q8
3.92
0.773
Q9
3.81
0.627
Q10
3.50
0.588
Number of cases
Standard deviation
Mean value
Q11
54
2.84
0.863
Q12
2.67
0.795
Q13
3.05
0.846
Q14
2.92
0.953
Q15
2.58
1.246
Q16
3.36
1.108
Q17
2.75
0.715
Q18
2.90
1.007
Q19
3.17
0.658
Q20
2.79
0.794
Number of cases
Standard deviation
Mean value
Q11
56
3.59
0.874
Q12
3.38
0.743
Q13
4.12
0.702
Q14
3.94
0.657
Q15
3.83
0.681
Q16
4.17
0.774
Q17
3.75
0.655
Q18
3.66
0.598
Q19
3.85
0.879
Q20
4.00
0.617
Among the 56 valid questionnaires in the experimental class, most of the learners (98.2%) expressed strong or relatively strong approval of the integration of the course’s philosophy of Civics into the teaching of the Principles of Management, and the overall approval of the Civics teaching model of the Principles of Management was at a high level (M = 4.745), with values of acceptance, usefulness, and applicability of 4.86, 4.51, and 4.69, respectively.
Table 10 lists the students’ acceptance of each category in the process of teaching Principles of Management Civics at the university. The scores of each category were categorized according to a three-point scale, where the mean score of 1.0-2.4 was defined as low acceptance; the mean of 2.5-3.4 was defined as medium acceptance; and the mean of 3.5-5.0 was defined as high acceptance. The overall acceptance mean of the four teaching sessions is 4.136, and the mean score of each session is between 3.784-4.568, which means that the mean value is within the range of 3.5-5.0, indicating that students’ acceptance of the teaching activities of the sessions oriented to the concept of course philosophy is high.
The acceptance of all aspects of ideological and political class
| Teaching link | Standard deviation(M) | Mean value(σ) |
|---|---|---|
| Top-level design | 4.568 | 1.472 |
| Material mining | 3.965 | 1.283 |
| Refinement process | 3.784 | 1.149 |
| Refinement process | 4.227 | 0.917 |
Table 10 shows that the mean value of students’ acceptance of “top-level design” guided by the concept of curriculum ideology and politics is 4.568, and the score of students’ acceptance of this item is relatively centralized (σ=1.472), and this item scores the highest among the four items of the survey, which is due to the fact that under the guidance of the concept of curriculum ideology and politics, the teachers have consciously integrated the course content and ideological and political education into the teaching design in accordance with the content of the course and the rich nurturing connotations contained therein. This is because under the guidance of the curriculum philosophy of ideology and politics, teachers consciously integrate the curriculum content and ideological and political education into the teaching design according to the curriculum content and its rich connotation of nurturing.
Students’ acceptance of “material mining” under the orientation of the course’s philosophy of ideology is high (M = 3.965), and the acceptance score is relatively concentrated (σ = 1.283), which indicates that students have a high degree of acceptance of teaching materials and ideological resources. Because in the experimental process, the teachers, under the guidance of the curriculum’s philosophy of Civics, take the content of the teaching materials as the leading role, follow the social news and current events hotspots to fully excavate the Civics materials, and pay attention to the timeliness of the Civics materials.
Students’ acceptance of the “refinement process” was high (M=3.784), which was due to the fact that the teachers gave full play to the different roles of the three classrooms by using the “three classrooms” as a pathway and the multidimensional nurturing goals as a target. In the first classroom of the main channel, teachers refined the language learning tasks and the content of the Civics teaching and supplemented the Civics resources on the official media platforms.
Students’ acceptance of the “innovative evaluation” was high (M=4.227), which was due to the fact that the teachers had adapted the previous evaluation mechanism using the course’s ideology as a criterion. In terms of evaluation content, the past single achievement-oriented evaluation content has been abandoned, and attempts have been made to incorporate family and national sentiments, international vision, excellent traditional culture, and socialist core values into the assessment content.
Through the study of the quantitative scale of college students’ socialist core values, this paper proposes the corresponding practice strategy of leading college students’ civic education under the social coreist values, and integrates the civic education into the course of the principles of management, and draws the following conclusions:
The α coefficient of the total socialist core values scale for college students is 0.957, indicating that the scale has good structural validity and content validity. It can be used as a measurement tool for college students’ socialist core values. There is a high degree of consistency among the dimensions within the structure of socialist core values, and the three components of national values, social values, and personal values together constitute the holistic psychological structure of college students’ socialist core values. The overall performance of college students’ socialist core values is good. The average scores of the experimental class and the control class, which conducted the Civics teaching of the principles of management, were 3.75 and 3.05 in the dimension of historical mission and 3.83 and 2.90 in the dimension of social responsibility, indicating the feasibility and effectiveness of the Civics teaching. Students’ overall recognition of the Principles of Management Civics teaching model was at a high level (M = 4.745), indicating that they recognized the integration of the course’s Civics philosophy into the teaching of Principles of Management. Among them, the highest acceptance was the “top-level design” link (M=4.568), followed by the “innovation evaluation” link (M=4.227), then the “material mining” (M=3.965), and finally the “refinement process” (M=3.784).
In conclusion, the innovative path of civic education led by socialist values proposed in this paper is quite effective and meets the development needs of colleges and universities in the new era.