





































Education, Language and Sociology Research 

ISSN 2690-3644 (Print) ISSN 2690-3652 (Online) 

Vol. 6, No. 3, 2025 

www.scholink.org/ojs/index.php/elsr 

54 
 

Original Paper 

Integrating Ideological and Political Education into An Arabic 

for Tourism Course in China: A Student-Centered Case Study  

Shuhan Ma1* 

1 School of Oriental Languages, Anhui International Studies University, Hefei, China 

* Shuhan Ma, School of Oriental Languages, Anhui International Studies University, Hefei, China 

 

Received: June 15, 2025           Accepted: June 28, 2025       Online Published: July 7, 2025 

doi:10.22158/elsr.v6n3p54          URL: http://dx.doi.org/10.22158/elsr.v6n3p54 

 

Abstract 

This study investigates how Ideological and Political Education (IPE) may be effectively integrated into 

an Arabic for Tourism course utilizing a student-centered, task-based approach. Seven third-year Arabic 

majors focused on the “Traveling to Jordan” class, which included both academic training and practical 

simulations. The data from classroom observations, student work, and interviews were evaluated 

thematically. The findings indicate that learners improved in tourism-specific language usage, cross-

cultural communication, and civic consciousness. The combination of declarative, procedural, and tacit 

knowledge increased student autonomy and value internalization. Despite limitations such as a small 

sample size and breadth, the study presents a reproducible strategy for incorporating IPE into non-

English LSP courses, which contributes to China’s larger foreign language education reform efforts. 

Keywords 

integrating ideological and political education, Arabic for tourism course, student-centered case study 

 

1. Introduction 

1.1 Background of Study 

In recent years, the Chinese higher education system has experienced considerable ideological and 

institutional upheaval, triggered by state policy initiatives such as the “Great Ideological and Political 

Education” framework (Liu, Zhao, & Starkey, 2021). This educational reform seeks to build a 

comprehensive talent development paradigm that incorporates moral, intellectual, physical, artistic, and 

labor education (Zhao, Muhamad, Mustakim, & Yang, 2023). Ideological and Political Education (IPE) 

is central to this concept, and it is taught in many disciplines, including foreign language training. IPE is 

no longer limited to traditional political science classes; it is increasingly interwoven throughout the 



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academic curriculum as a means of transmitting values, forming national identities, and fostering civic 

duty (Wu, 2025). 

Language for Specific Purposes (LSP) has developed as an important pedagogical approach in China’s 

modern education agenda, notably in foreign language departments. LSP courses like “Business English,” 

“Medical Japanese,” and “Arabic for Tourism” put professional communication skills and domain-

specific terminology ahead of broad language competency (Trace, Hudson, & Brown, 2015). The 

promotion of LSP reflects China’s aim to create a competent and globally competitive workforce that is 

congruent with the country’s economic and diplomatic objectives. However, while LSP courses 

emphasize applied abilities, they have typically lacked an ideological dimension that is consistent with 

the overall IPE mandate. 

Arabic is strategically important in China’s education and diplomacy, particularly in light of the Belt and 

Road Initiative. As China’s political, economic, and cultural relationships with Arab nations strengthen, 

there is an increased need for Arabic-speaking experts in tourism, commerce, international relations, and 

media (Deng, 2025). As a language service course, “Arabic for Tourism” seeks to educate students for 

genuine cross-cultural communication in a tourism setting (Anhui Interantional Studies University, 2023). 

Existing courses, on the other hand, frequently overlook the incorporation of ideological content such as 

cultural confidence, international cooperation narratives, and national image development in favor of 

practical terminology, itinerary planning, and customer service skills. 

Despite the simultaneous emergence of IPE and LSP in the Chinese educational system, there is still a 

considerable gap in research and practice for incorporating IPE into Arabic LSP courses. IPE-based 

pedagogical innovations typically prioritize English education (Le & Mai, 2021) over non-mainstream 

languages like Arabic. Furthermore, combining abstract ideological material into highly practical 

language courses continues to pose pedagogical issues. This project seeks to close this gap by 

investigating how to include IPE into Arabic tourism courses in a student-centered way, therefore 

establishing a scalable paradigm for multidisciplinary, values-based education. 

1.2 Problem Statement 

In recent years, there has been an increase in the incorporation of ideological and political education (IPE) 

into university curricula, but most empirical research and instructional innovations have concentrated on 

general and professional English (Le & Mai, 2021). Arabic, despite its strategic relevance under the Belt 

and Road Initiative, has a limited impact on IPE integration theory and teaching practice. “Arabic for 

Tourism”, as a professional LSP course, focuses on enhancing students’ communication abilities in 

professional tourist settings (Mohammad, Wan, & Saipolbarin, 2019). However, the training focuses on 

professional language and situational conversation while frequently ignoring moral, civic, and cultural 

content that is congruent with national ideological aspirations. 

Furthermore, even when ideological information is given, it is frequently delivered in a teacher-centered 

way (Garrett, 2008), limiting students’ active engagement and critical thought. This contradicts the 



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increased emphasis on student-centered learning models that prioritize autonomy, agency, and 

experiential knowledge, which are crucial for internalizing ideological principles in a permanent fashion. 

To far, there has been little study on how to include international public education (IPE) into Arabic 

language training courses in a way that is both pedagogically effective and consistent with student-

centered teaching approaches. The scarcity of evidence-based models and case studies is a difficulty for 

educators attempting to integrate language instruction, professional skills, and ideological and political 

education in a cohesive and practical manner. 

1.3 Objectives 

To address the stated inadequacies, this study will investigate how ideological and political education 

(IPE) may be effectively integrated into Arabic tourism courses using a student-centered teaching 

paradigm. This study intends to achieve the following objectives: 

⚫ Create a teaching unit for Arabic tourism courses that incorporates IPE themes such as civic duty, 

cultural confidence, and China’s worldwide narrative while being linguistically and professionally 

relevant. 

⚫ Implement and assess a student-centered teaching strategy that stresses learner autonomy, 

collaborative projects, and real-world simulations (e.g., playing tourist ambassadors) as vehicles 

for language learning and idea development. 

⚫ Analyze students’ comments and performance in the integrated course, with an emphasis on 

language competency, cross-cultural communication skills, and ideological awareness. 

 

2. Methodology  

2.1 Research Design 

The study utilized a descriptive research design, observing and measuring variables without manipulation, 

to accurately describe a population, situation, or phenomenon (McCombes, 2022). This approach allowed 

the researcher to observe, record, and interpret learners’ responses, behaviors, and reflections during a 

structured, student-centered instructional sequence. Since our research aims to create and evaluate an 

Arabic tourist teaching unit that incorporates Ideological and Political Education (IPE) topics including 

civic duty, cultural confidence, and China’s global narrative while being linguistically and professionally 

relevant. 

2.2 Research Setting and Participants 

The study was carried out at Anhui International Studies University (AISU), one of the Chinese 

universities specializing in foreign language teaching. AISU offers many full-time undergraduate 

language programs, including Arabic. As part of the university’s continuing curriculum reform push to 

change Arabic language education from a typical business-oriented concentration to tourism-oriented 

topics, Tourism Arabic was launched as an option for third-year students (Anhui Interantional Studies 

University, 2023). 



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The course lasts for 16 weeks, with one theoretical class and one practical class per week. The course is 

taught in Arabic and combines Introduction to Tourism (Huang & Wu, 2023; Almuhrzi, Alriyami, & 

Scott, 2017) with Arab attractions (using materials such as official Arab tourism brochures and state-

approved media). In accordance with China’s national education policy, which emphasizes the 

fundamental function of “moral education” in all higher education curriculum, the course was changed 

in 2023 to include components of Ideological and Political Education (IPE) (Xue & Li, 2020; Anhui 

Interantional Studies University, 2023; Deng, 2025). This integration sought to link foreign language 

instruction with ideological awareness and civic education goals. 

This study involved seven third-year undergraduate students participating in the Tourism Arabic course. 

They had finished core Arabic courses such Basic Arabic, Arabic Listening, Translation Theory and 

Practice, and Introduction to Arab Countries. In addition, all participants had completed the three 

mandatory ideological theory courses: Introduction to Marxism, Ideological Morality and the Rule of 

Law, and Modern Chinese History. This academic background equipped students with both the linguistic 

abilities and the ideological literacy required to engage with the course’s dual-language and value-

oriented material (Anhui Interantional Studies University, 2023). 

Purposive sampling (Nikolopoulou, 2022) was used to choose participant, and they included all students 

registered in the course throughout the study period, independent of gender. All students provided 

informed consent, and pseudonyms were employed to maintain anonymity and ethical research 

requirements. The researcher had a solid teacher-student rapport with the participants, having taught them 

in prior semesters, which aided in the development of trust and open communication throughout data 

collection. 

2.3 Instructional Procedures 

The course Traveling to Jordan was chosen as the main example for this study because of its balanced 

integration of declarative, procedural, and tacit knowledge, making it ideal for merging professional 

tourism material with ideological and value-based education. The instructional design adhered to student-

centered learning concepts as outlined in Shanghai Jiao Tong University’s “Student-Centered 

Instructional Model” (Wang, 2020), which emphasizes learner autonomy, real-world simulation, 

collaborative learning, and reflective thinking. The course structure and teaching process are shown in 

Figure 1: 



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Figure 1. Instructional Process for Integrating Ideological and Political Education into 

“Traveling to Jordan” under A Student-Centered Learning Model 

 

During the 16-week semester, students follow a weekly teaching cycle that includes both theoretical and 

practical lessons. Traveling to Jordan is an example of a two-week course in which the theoretical portion 

focuses on the development of declarative knowledge (Wang, 2020), providing students with 

fundamental knowledge of Jordan’s geography, historical landmarks, religious tourism, political structure 

(The Official Website of The Jordan Tourism Board, n.d.), and tourism development between China and 

Jordan (Jraid, 2023). They improve their reading comprehension and domain-specific vocabulary by 

learning this information before and during class, while also stimulating discussions about national 

identity, cultural diplomacy, and ethical expression in global tourism, all of which are important 

components of ideological and political education (IPE). 



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The practical sessions aimed at developing both procedural and tacit knowledge through experiential 

learning (Wang, 2020). Students acted as “China-Jordan Tourism Ambassadors” (reference Jordan 

Tourism Board Partners with International Tennis Star Abdullah Shelbayh as Brand Ambassador (Alaa, 

2024) and took part in simulated tourist situations to promote Jordan to Chinese audiences using Arabic. 

Oral presentations, small-group bilingual tourism activities, peer teaching, and cross-cultural interactive 

role-plays such as airport greeting, tour guide explanations, and Q&A with potential visitors were all part 

of the program. These assignments were highly interactive, situational, and professional, allowing 

students to practice their language abilities in real-world circumstances while reflecting on their roles as 

cultural communicators. 

To foster a student-centered atmosphere, teachers served as facilitators rather than lecturers, fostering 

peer participation, self-assessment, and critical reflection. Students were instructed to keep reflective 

journals—written in Arabic or Chinese—after each session to record their language improvement, 

intercultural insights, and ideological views. The course’s cumulative structure ensured a transition from 

information reception to language creation, and eventually to ideological internalization, matching with 

national education goals that emphasize the integration of “moral cultivation” into all elements of 

university instruction (Xue & Li, 2020). 

This integrated educational method enabled students to not only improve their language and cross-

cultural communication skills, but also to critically engage with China’s global narrative and their roles 

in it. The design therefore provides a reproducible paradigm for introducing IPE issues into foreign 

language education in a professional and pedagogically competent manner. 

2.4 Data Collection 

Multiple data sources were employed to collect thorough information regarding student experiences and 

learning outcomes, in accordance with descriptive research methodology. 

⚫ Classroom Observation Logs (Press, 2022) 

Throughout the theoretical and practical sessions, the teacher kept thorough records on student 

engagement, language use, group dynamics, and ideological expression. 

⚫ Student Reflective Journals (Ahmed, 2019) 

Following each session, students contributed brief written comments (in Arabic or Chinese) that 

documented their language learning progress, cross-cultural insights, and value-related interpretations. 

⚫ Student Work Samples 

Presentation slides, translated brochures, promotional video scripts, and project reports were used to 

conduct a descriptive study of performance. 

⚫ Post-course informal interviews (Barrett, 2023) 

All seven participants were interviewed informally, open-ended, to learn about their perspectives on the 

course, notably the integration of IPE and the usefulness of simulated assignments. 

2.5 Data Analysis 



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All collected data were analyzed using a descriptive thematic approach (McCombes, 2022), which allows 

for the systematic identification, organization, and interpretation of patterns related to language 

proficiency, cross-cultural communication, and ideological engagement. First, classroom observation 

records, student works (e.g., presentation slides, promotional materials, translation exercises), reflective 

diaries, and post-class interview records were transcribed and organized using Chaoxing Xuexi Tong 

Software (Ma, 2023). The researchers independently conducted open coding to generate a preliminary 

codebook, and the codes were clustered (Open, Axial, and Selective Coding in Qualitative Research: A 

Practical Guide, 2024) according to three a priori dimensions: linguistic competence, cross-cultural 

awareness, and IPE awareness. 

Next, the researchers then used axial coding to explore the relationships between the codes, identifying 

subthemes such as vocabulary depth, syntactic complexity, pragmatic appropriateness, cultural sensitivity, 

narrative framing, and expression of civic responsibility. Through continued comparison, these 

subthemes were refined into several prominent categories: (1) Enhanced Professional Discourse, 

reflecting students’ increased ability to use tourism-specific terminology and structured rhetorical 

strategies; (2) Intercultural Mediation (Wang & Gao, 2023), referring to students’ ability to interpret and 

reconcile tourism cultural meanings in the Jordanian and Chinese contexts; and (3) Internalized Civic 

Identity (Petrovska, 2021), indicating the emergence of reflective statements that position learners as 

responsible ambassadors of tourism culture. 

To confirm the validity of the study, coder triangulation was used: inconsistencies in coding were handled 

by recurrent discussion until consensus above 90% inter-coder agreement (McAlister, Lee, Ehlert, & 

Kajfez, 2017). Memoing (Birks, Chapman, & Francis, 2008) was employed throughout to record analytic 

judgments and emerging insights, creating an audit trail. Finally, sample passages were chosen to 

demonstrate each category while keeping the breadth of production about “Arabic for Tourism” course 

and ideological reflexivity. This tiered analytic method guaranteed that the data appropriately represented 

the various effects of the Traveling to Jordan educational unit. 

 

3. Results and Discussion 

The “Traveling to Jordan” module of the Arabic for Tourism course was taught in one practical and one 

theoretical lesson. The integration of Ideological and Political Education (IPE) into each mode was 

investigated to determine its influence on learners’ professional, linguistic, and ideological growth. 

3.1 Theoretical Session Results and Discussion 

During the first week of the “Traveling to Jordan” subject, instruction focused on acquiring declarative 

knowledge of Jordan’s national profile, tourist policy, and bilateral collaboration with China. Prior to 

class, students used the Chaoxing Xuexi Tong (Ma, 2023) to retrieve Arabic-language documents from 

the Jordan Tourism Board, which they then translated and interpreted. 



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During the session, students were randomly selected to answer two rounds of questions. Their responses 

demonstrated accurate comprehension of vocabulary and contextual understanding. The instructor 

supplemented these interactions with elaborations on: 

⚫ Differences between China’s and Jordan’s political systems (Marks, 2022), 

⚫ Historical parallels between the Hijaz Railway (The Official Website of The Jordan Tourism 

Board, n.d.) and China’s earliest railway (Shanghai–Wusong), 

⚫ Strategic planning for optimizing travel itineraries using local transport systems. 

After the knowledge-based instruction, students engaged with the IPE component of the lesson. They 

studied the quote: 

“Core values are the soul of cultural soft power and the key to building it.” (Zhang, 2022) 

To absorb this ideological message, students were encouraged to identify a Chinese red tourism 

destination that would appeal to Arab tourists. The group replies included the following: 

⚫ Xiao Jing praised Qionghai, site of the Red Detachment of Women Memorial Park, highlighting 

the symbolic importance of women’s contributions in national liberation and drawing parallels with 

present Arab women’s rights campaigns. 

⚫ Yan’an was proposed by Xiao Wu, who emphasized its revolutionary tradition and historical 

interactions between Chinese and Arab personalities during the anti-Japanese fight, establishing it 

as a location of shared intellectual heritage and mutual understanding. 

These examples showed that learners not only understood the ideological meaning underlying the phrase, 

but also displayed the capacity to apply such ideas to culturally grounded, professional tourism contexts. 

Therefore, the theoretical session effectively supported cognitive scaffolding, allowing students to 

connect factual tourist knowledge to ideological interpretation and value-based decision-making. 

3.2 Practical Session Results and Discussion 

The second week focused on procedural and tacit knowledge building through a student-led simulation. 

One student, using by the alias “Xiao Yu,” offered to be a Jordanian tourist ambassador. He created and 

conducted an Arabic-language promotional campaign to students who acted as prospective Chinese 

visitors. 

Xiao Yu provided an Arabic presentation that included multimedia elements such as PowerPoint, video 

clips, and official brochures. He began with the Dead Sea and discussed Jordan’s tourism attractions. He 

posed an intriguing question: “Why doesn’t anyone drown in the Dead Sea?” This prompted a heated 

debate. Following the students’ speculations, Xiao Yu discussed the scientific reasons for the increase in 

salinity in the Dead Sea, linking it to the growth of health tourism.  

He then discussed Petra and other UNESCO historic sites, emphasizing Jordan’s involvement in the 

China-Arab Ecotourism Alliance. His presentation got universal applause, with one student stating: 

“Thanks to our motherland’s cooperation with Jordan, travel there is now more accessible!” 

During an informal post-class interview, Xiao Yu expressed his own insights: 



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“Simulating being a tourist ambassador helped me feel responsible for crafting the national image. I must 

think about how to transmit attractions convincingly and ethically. It taught me to conduct yourself 

professionally and consider the long-term cultural influence.” 

The workshop was effective in improving not just presentation and verbal fluency, but also 

professionalism and ideological depth. His students, albeit serving as the audience, acquired crucial 

cultural and diplomatic narratives, expressing national pride and acknowledging China’s worldwide 

impact through tourist collaboration. 

The practical session demonstrated that real-world simulations may aid in deep learning. Students gained 

autonomy, took on professional positions, and assimilated civic principles while utilizing the target 

language in genuine, high-stakes circumstances. 

3.3 Assignment Results and Analysis 

Figure 2 presents the assignment performance for seven students (The names used in this study were 

pseudonyms with the students’ consent). Based on a 100-point rubric: 

 

Figure 2. Student Performance in “Traveling to Jordan” Assignment 

 

⚫ Pre-class preparation (50%): four students scored above 45 and three between 40 and 45, 

demonstrating significant initiative. 

⚫ In-class notebook completion (30%): the majority had scores ranging from 20 to 25, indicating 

active note-taking and revision, with variance due to variations in speed and focus. 

⚫ Response accuracy (20%): all students scored higher than 15, suggesting an excellent knowledge 

of the preparation material. 

Overall, four students scored above 90, one between 85 and 90, and two between 80 and 85, 

demonstrating a substantial correlation between learner autonomy and instructional effectiveness. 

3.4 Descriptive Summary 



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Following the training sessions, the teacher combined material from the theoretical and practical lessons. 

This featured student-created materials, corrected exercises, and pertinent Sino-Jordanian cooperation 

news stories. A structured knowledge map was uploaded to the Chaoxin Xuexi Tong (Ma, 2023), which 

serves as a scaffolded and reusable framework for post-class evaluation. The paradigm characterized 

learning as: 

⚫ Tourism content (e.g., geography, heritage sites), 

⚫ Language input (vocabulary, sentence frames), 

⚫ IPE elements (core values, diplomatic narratives). 

Through class observations, student work samples, and post-lesson reflections, the following pedagogical 

conclusions were drawn: 

a. Integrative Knowledge Framework with Instructor Facilitation. 

By combining declarative information (fact-based tourism ideas), procedural knowledge (student-led 

simulations), and tacit knowledge (self-reflection and value internalization) (Wang L., 2020), the teacher 

operated as: a facilitator of experiential learning; a moral guide fostering civic awareness; a cognitive 

strategist helping students internalize ideological principles. 

This pedagogical synergy enables students to connect professional language learning and ideological 

consciousness. 

b. Student Autonomy and Meaningful Learning Motivation 

Students demonstrated heightened autonomy, evidenced by: independent translation of Arabic tourism 

texts; development of bilingual promotional materials; role-based performance with contextual 

sensitivity. 

These behaviors fostered a sense of ownership, success, and confidence across language and ideological 

boundaries. The ensuing intrinsic drive encouraged innovative thinking, reinforced ideological 

identification, and supported long-term professional goals. 

In this light, the incorporation of IPE into the “Arabic for Tourism” course, particularly in the Traveling 

to Jordan” section, demonstrates how student-centered, task-based pedagogy may seamlessly and 

effectively combine professional, linguistic, and ideological education. The case shows the feasibility 

and effectiveness of values-based instruction within a Language for Specific Purposes (LSP) framework, 

which contributes to both academic research and practical curricular reform in Chinese higher education. 

 

4. Conclusion 

This study investigated how Ideological and Political Education (IPE) may be effectively integrated into 

an Arabic for Tourism course using a student-centered, task-based teaching strategy. Using descriptive 

research methodologies, the study examined the “Traveling to Jordan” lesson as a typical module of a 

larger Language for Specific Purposes (LSP) program. The findings offer persuasive evidence that 

ideological material, when incorporated in linguistically and professionally relevant situations, may 



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improve students’ language competency, cross-cultural competence, civic consciousness, and value 

alignment. 

The combination of declarative knowledge (e.g., tourism concepts and national policy), procedural 

knowledge (e.g., tourism ambassador simulations), and tacit knowledge (e.g., value reflection and moral 

reasoning) was critical in producing multidimensional learning results. The instructor served many roles, 

including facilitator, moral advisor, and cognitive strategist, assisting students in transitioning from 

passive language learning to active ideological participation. Students took considerable initiative in pre-

class preparation, role-based performance, and reflective inquiry, all of which helped to shape their 

professional and ideological identities. 

Furthermore, students’ performance in classroom activities, assignments, and interviews demonstrated 

increased autonomy, inventiveness, and confidence. These characteristics are critical for developing the 

sort of internationally competent, value-driven professionals envisaged in China’s educational 

development plan, particularly considering the Belt and Road Initiative. By embedding ideological 

information in real-world tourist communication problems, the course was able to make IPE relevant and 

useful. 

However, many restrictions should be recognized. First, the study used a small sample of seven students 

from a single university, which limited the generalizability of the findings. Second, study focused on a 

single instructional unit within a single LSP course, hence the findings may not be applicable to other 

modules or fields. Third, the brief observation period precluded assessing long-term ideological 

internalization or behavioral change. Fourth, the course design was heavily instructor-dependent, raising 

concerns regarding scalability. Finally, while the Chaoxing Xuexi Tong facilitated post-class evaluation, 

the study did not thoroughly analyze the platform’s function in developing autonomous ideological 

thinking. 

Despite these limitations, this study adds to the developing area of IPE in foreign language education by 

presenting a repeatable example of value-oriented instruction in a non-English, professionally specialized 

setting. It illustrates that ideological and civic education may be deeply ingrained and pedagogically 

effective in technical LSP courses such as “Arabic for Tourism,” if they are driven by rigorous 

instructional design and student-centered principles. 

 

Acknowledgement 

Thank the students from the Arabic major of 2021 class at Anhui International Studies University for 

their participation. The names used in this study were pseudonyms with the students’ consent. 

 

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