The Foundation, Manifestations, and Developmental Pathways of Digital Technology-Empowered Collaborative Teaching in University Ideological and Political Theory Courses

Abstract

The advancement of digital technology has catalyzed innovations in collaborative teaching models for university-level ideological and political theory courses. Technological foundations—including cloud-based collaboration platforms, resource databases, intelligent algorithm systems, virtual simulation technologies, and communication infrastructures—furnish robust support for collaborative pedagogy. Concurrently, pedagogical imperatives such as collective lesson preparation among instructors, curriculum content renewal, and optimization of teaching resources further propel these courses toward collaborative paradigms. The empowering role of digital technology manifests primarily in facilitating instructor-instructor collaboration, bridging disparities in resource access and pedagogical cognition among faculty members. Furthermore, digital tools serve as virtual teaching assistants, alleviating administrative burdens, constructing structured knowledge graphs and deconstructed learning units for students, and enabling asynchronous or personalized content delivery. Future development pathways should focus on 1) enhancing virtual assistant capabilities to advance human-machine collaboration, 2) refining learning algorithm systems to stimulate student agency in collaborative learning, and 3) strengthening teaching platforms and resource repositories to optimize instructor collaboration mechanisms. This investigation into digitally empowered collaborative teaching frameworks holds significant value for the ongoing digital transformation of ideological and political theory education in higher institutions.

Keywords: Digital Technology; University Ideological and Political Theory Courses; Collaborative Teaching Pedagogy

DOI: 10.7176/JEP/16-6-02

Publication date: June 30^th 2025