Author(s)

Qiao Liang ¹, Qiong Lin ², Qingyi Huang ¹

Affiliation(s)

¹ Guangdong University of Foreign Studies, Guangzhou, China
² Guangdong Teachers College of Foreign Languages and Arts, Guangzhou, China

Corresponding Author

Qiao Liang

ABSTRACT

Patriotic education should go beyond direct appeals or indoctrination by educators. Instead, it demands a more nuanced approach that fosters students' patriotic sentiments organically. This study investigates the efficacy of integrating patriotic education into university curricula through the "Virtual Television Studio" instructional unit. The study explored the impact of incorporating news videos related to the Shenzhou spacecraft launch on student engagement, knowledge acquisition, and patriotic sentiment.  A survey of 45 students, along with interviews with two students, revealed that the integration of news videos fostered a positive learning environment and facilitated a nuanced approach to patriotic education. Students showed greater interest in the topic and reported increased understanding of national scientific advancements. However, the study also highlighted a general lack of awareness and interest among students regarding technological news and significant advancements in national science and technology. The findings emphasize the need for educators to actively integrate relevant news information into their teaching practices, thereby fostering scientific literacy and patriotic sentiment. The study concludes that the "Virtual Television Studio" approach, combining media resources with practical teaching methodologies, holds promise for promoting holistic student development by effectively integrating patriotic education into university courses.

KEYWORDS

Patriotic education, science and technology news, virtual TV studio, Immersive Learning

CITE THIS PAPER

Qiao Liang, Qiong Lin, Qingyi Huang, Exploratory Study on the Integration of Patriotic Education in Professional Practice Teaching. Adult and Higher Education (2024) Vol. 6: 47-54. DOI: http://dx.doi.org/10.23977/aduhe.2024.060608.

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