Blending ideological and political education into subject teaching is not a easy task for Chinese universities—especially for industry-specific ones like ours. At Jingdezhen Ceramic Institute (JCT), College English used to be a disconnected course: students learned language skills but ignored the ceramic culture right under their noses. We wanted to change that. Instead of adding "ideological and political elements" as an afterthought, we built the entire curriculum around ceramic culture—turning passive porcelain objects into active tools for value learning. This wasn't a pre-designed plan; it grew from months of classroom trials, student feedback, and constant adjustments. After one semester, the results were clear: students didn't just speak better English—they understood their cultural heritage deeper and felt more confident sharing it. For universities rooted in unique industries, this kind of practice-driven integration offers a way to make ideological and political education feel natural, not forced.
Shao Qian (2026) studied this question.