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Fostering Tolerance and Inclusivity: The Transformative Impact of Ideological and Political Education on University Students

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  • Wei Zhao

    (Hebei North University)

  • Xiaoguang Zhang

    (Hebei North University)

Abstract

Ideological and political education (IPE) encompasses a multifaceted domain within the educational landscape, aiming to instill a comprehensive understanding of fundamental beliefs, values, and political processes. This study explores the effects of IPE on university students, with a specific focus on its contribution to fostering a more tolerant and inclusive mindset. The study utilizes a quantitative methodology, collecting information from 221 participants via a standardized survey and processing it with SPSS software for analysis. The study contributes novelty by delving into the transformative potential of IPE, particularly in fostering tolerance and inclusivity among students. The study indicates that active engagement in IPE programs can foster greater awareness and understanding of key political ideologies. Moreover, exposure to such education correlates positively with increased civic engagement among students. The results also suggest that comprehensive IPE enhances critical thinking skills and analytical abilities. Additionally, this form of education contributes to the development of a more tolerant and inclusive mindset among students. Finally, the study hints at an impact on students’ beliefs and behaviors in society. This research not only illuminates the complex dynamics of IPE within university settings but also underscores the transformative potential it holds for shaping well-informed, engaged, and socially conscious individuals.

Suggested Citation

  • Wei Zhao & Xiaoguang Zhang, 2025. "Fostering Tolerance and Inclusivity: The Transformative Impact of Ideological and Political Education on University Students," Journal of the Knowledge Economy, Springer;Portland International Center for Management of Engineering and Technology (PICMET), vol. 16(1), pages 4575-4604, March.
    • Handle: RePEc:spr:jknowl:v:16:y:2025:i:1:d:10.1007_s13132-024-02119-0
    DOI: 10.1007/s13132-024-02119-0
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