A Research on the design and implementation of Ecological ethics（EE）in ideology and politics curriculum（IPC）for chinese college students

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Isa Bin Hamzah This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7227396/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study investigates the integration of Ecological Ethics (EE) into the Ideology and Politics Curriculum (IPC) for Chinese college students, aiming to enhance their environmental awareness, attitudes, and behavioral intentions. Grounded in theoretical perspectives from environmental education and ethical philosophy, the research addresses the urgent need for ecological consciousness amid China's rapid development and environmental challenges. A quantitative methodology was employed, using an online questionnaire and linear regression analysis to examine the relationships between EE curriculum design, implementation methods, and students' ecological cognition, responsibility, and actions. The study surveyed a sample of Chinese university students and analyzed the impact of EE elements embedded within IPC. The findings reveal a significant positive correlation between the implementation of EE in IPC and students’ understanding of ecological issues and their intention to engage in environmental protection. Moreover, the quality of EE content design significantly influences students' environmental attitudes. The regression models demonstrate that both the depth of EE integration and the method of delivery are strong predictors of ecological awareness and behavioral outcomes. This research underscores the pedagogical value of embedding ecological ethics within ideological education to foster sustainable development values. It provides practical implications for curriculum reform and offers evidence-based insights for policymakers and educators aiming to strengthen environmental education through political-ideological frameworks. Ecological Ethics Ideology and Politics Curriculum Environmental Education Chinese College Students Sustainable Development Curriculum Design 1. Introduction 1.1 Research Background Environmental stewardship and moral education for pupils are more vital than ever before in a society where the severity of natural crises is becoming greater. Ecological ethics delves into the philosophical question of what kind of behaviour people should have in various environmental contexts. Everyone agrees that this shift in schooling is huge (Callicott, 1989 ). More and more people are starting to realise how much of an impact humans have on the planet's ecosystems. One proof of this is the introduction of environmental ethics curricula in public schools. A time of economic prosperity and development has never before occurred in China. The eradication of species and pollution of water and air are just two of the many environmental problems that the nation is facing. The nation's health and natural resources are at risk because of these worries. On top of that, they put the safety of both businesses and communities at risk. In Chinese schools, teaching students about environmental ethics is not an optional extra. One important approach to teaching a group of people is to help them become more environmentally conscious and to make them feel responsible for protecting the environment (Pan et al., 2006 ). A cornerstone of China's university system is the Ideology and Politics Curriculum (IPC). Ideas from Marxism and politics are covered in class. Also, it's a fresh and interesting way to educate environmental ethics. The course is a great tool for raising environmental consciousness among Chinese college students because of the deep impact it has on their beliefs and values. As a result, the Chinese Communist Party has stepped up its attempts to bring the IPC in line with green society and environmental survival ideals. This shows how environmental concerns are becoming more central to national policies and ideas (Fearn, 2021 ). The inclusion of ecological ethics in the IPC shows that more and more people think that environmental education should teach children about environmental concerns while also making them feel an emotional connection to protecting the natural world. Problems like environmental deterioration, economic growth, and fair social treatment will need people and leaders of the future to be able to think in this way. Thanks to the IPC's incorporation of environmental principles, China has achieved great strides in sustainable development and green culture promotion. In addition, after devastating environmental disasters, environmental education has become an increasingly important priority on a global scale. Many people agree that natural ethics is important, yet schools don't teach it thoroughly, especially when it comes to teaching students about politics and morality. It is critical to resolve this disparity since the IPC has the power to change students' perspectives and beliefs (Jones & Griep, 2018 ). To fully understand how ecological ethics may be effectively planned and implemented inside the IPC, further real-world examples are required. Unfortunately, we are currently experiencing a shortage of these goods. The importance of this work is highly regarded for several reasons. To get things off, it stresses how important land maintenance education activities are for reaching sustainable development targets. In addition, the research mainly focuses on Chinese college students, who are a large and accommodating demographic. This has the potential to help foster future generations of leaders who are concerned about the environment. This research adds to what is already known about educational reform and shows how old-fashioned moral principles may be updated to address modern problems. 1.2 Research Questions The study will employ linear regression analysis to investigate the relationship between the design and implementation of ecological ethics in the IPC and students' ecological consciousness and behaviors. The following research questions will guide this inquiry: RQ1. To what extent does the incorporation of ecological ethics into the IPC influence Chinese college students' understanding of ecological issues? RQ2. How does the design of ecological ethics content within the IPC affect students' attitudes towards environmental responsibility? RQ3. What is the relationship between the method of implementation of ecological ethics in the IPC and the behavioral intentions of students towards ecological conservation? 2. Literature review 2.1 Theoretical Foundations of Ecological Ethics in Education Environmental philosophy and educational theory agree on one essential point: we must have a moral stance towards environmental care if we are to successfully face the problems of our day. The fact that Callicott ( 1989 ) argues in favour of a land ethic shows how important it is for people to have relationships with nature. Furthermore, he argues that education is the primary means by which an ethical stance towards the environment may be developed. In his seminal book from 1949, Leopold first used the term "land ethic" to describe the need to consider ethics in relation to the whole continent. York ( 2014 ) adds to this collection of thoughts by arguing that teaching should not focus just on transmitting environmental facts. They are in favour of a new approach that encourages people to feel a strong moral need to preserve natural resources. At the moment, there is a lot of talk about sustainable education, which stresses the need of teaching students to think ethically and environmentally conscious (Sterling, 2001 ). This is similar to York's call for a curriculum that teaches people how to deal with environmental problems in a constructive way. Given the fast economic growth and simultaneous acceleration of environmental deterioration in China, ecological ethics need to be a part of the academic programmes at universities throughout the country. According to Zhou ( 2024 ), it is a prime example of the Chinese government's commitment to the environment and its goal of creating a green society. Plus, it fits well with Earth Education's global objectives. Remedial action is required since environmental education in China is in a terrible condition, as stated by Pan et al. ( 2006 ). Their primary objective is to improve the educational tools' environmental effect. Some argue that educating students about ecological ethics is crucial for instilling in them a lifelong commitment to protecting the environment, yet there is still a lack of clarity around the methodology and implementation of this concept in schools. According to a research with solid scientific backing, schools should make teaching natural ethics a top priority. In their landmark 1990 study, Hungerford and Volk determined that the best way to encourage people to engage in ecologically friendly activities was to combine environmental education with action-based learning. Consequently, the world community might benefit from a rise in student participation brought about by a more ethical curriculum. Environmental education programmes aimed at preschoolers that have an emphasis on ethical and social issues are more likely to succeed in instilling a love of nature in those students, according a 2007 research by Chawla and Cushing. On the other hand, theoretical theory and empirical data constitute the basis of ethical ecology. Particularly in fast-developing countries like China, more research is needed to understand its background, use patterns, and effects on pupils. On the other side, introducing students to natural ethics in the classroom has the potential to increase their global awareness and encourage them to take on more personal responsibility. 2.2 Ideology and Politics Curriculum as a Vehicle for Ecological Ethics An innovative and successful strategy is the Ideology and Politics Curriculum (IPC), which incorporates environmental ethics into the overall education of Chinese children. The goal of increasing environmental awareness among students aligns quite well with the IPC's well-known emphasis on teaching Marxist ideology and political theory (Zhou, 2024 ). There has been greater emphasis on the need of this option in light of the worsening global environmental catastrophe. Because of this, there has to be a drastic shift in educational priorities to better teach students about the interconnected web of causes and effects that leads to environmental deterioration. Incorporating environmental ethics into the IPC is a good idea, say Qiqi and Weidong ( 2024 ), because of the code's focus on moral and religious education. In the eyes of many, this merger is more than just an addition to the standard curriculum; it has the power to alter the way students throughout the globe think and act. It is believed that by integrating ecological ethics into the IPC, we can raise a new generation that is both aware of and committed to environmental challenges and works to find lasting solutions. One part of China's larger educational reforms is bringing ecological ethics in line with the IPC. The changes listed above are made to help people become more responsible and diligent so that they can handle the challenges of today, which include issues related to sustainable development. Zhou ( 2024 ) argues that in order to improve their efficacy, educational objectives ought to be revised. Incorporating the study of ideas and politics into ecological culture curricula could significantly contribute to progress in this regard. As this change demonstrates, individuals must attend school in order to cause less damage to the world. In order for schools to remain abreast of emerging issues, environmental ethics were incorporated into the IPC (Pan et al., 2006 ). The IPC provides access to political and scientific perspectives. It could also assist them in comprehending nature ethics. This practice teaches children a great deal about the crucial moral dilemmas and decisions that occur in nature. This method of instruction not only improves students' learning, but also contributes to a brighter, more accountable future for all. 2.3 Empirical Studies on the Impact of Ecological Ethics Education The value of conservation and environmental education has been more widely recognised in recent years. For the simple reason that more and more educators are thinking about how they might utilise their teaching to help save the planet. Research by Pan et al. ( 2006 ), which looks at how environmental education in China contributes to sustainable development objectives, provides an example of this. According to Pan's research, which is in line with what Qiqi and Weidong ( 2024 ) found, students' environmental consciousness may be significantly raised if environmental ethics are included in environmental education. Ecological ethics should also be included in school curricula in response to Fearn's 2021 research on new ways of teaching political and intellectual ideas at universities. The argument put forward is that this integration style not only helps people become more environmentally conscious, but it also lines up with the larger national objectives of creating an ecological society. When it comes to strategic implications, this lines up with what Zhou ( 2024 ) says. More comprehensive scientific research is still required, notwithstanding these changes. Researchers in the field of environmental education have a number of challenges when working with numerical data, such as the need to conduct further comparative and continuing studies (York, 2014 ). The difficulties in understanding how ecological ethics education affects students' mindsets and actions are shown by these examples. To address this knowledge gap, more study is required. In order to complete these gaps, further information is required. To better comprehend the intricate implications of environmental ethics education, certain scholars, including Callicott ( 1989 ), advocate for mixed methods techniques that combine qualitative and quantitative methodology. This approach not only improves the body of credible research, but it also sheds light on how ecological ethics might be taught more precisely to give students a genuine sense of environmental conscience. 2.4 Research Gaps There are still some gaps in the study, even if natural ethics is becoming more mainstream in school curriculum. We need further research on how ecological ethics are taught and enforced in the IPC and how they affect students' academic performance before we can go forward. Furthermore, most of the earlier investigations were either incomplete or tailored to individual cases, thus they lacked a comprehensive strategy. So, it's very important to do enough study to find out how well various teaching strategies work in different settings. To sum up, the challenges and complications of integrating ecological ethics into intellectual and political education have received little focus. Some educators voice their opposition to the plan, while others insist on pursuing objectives that don't fit within the curriculum's overall structure. 3. Methodology The study's overarching goal is to draw conclusions about how ecological ethics education influences students' environmental awareness, action, and thinking. The main data source for this quantitative research is an online questionnaire, and to evaluate the data, linear regression analysis is used. Subsequently, an examination of the study's design will ensue, encompassing an identification of the variables that will and will not experience any interactions. The article presents discussions pertaining to the data analysis methodology as well as the online questionnaire's expansion. The integration of ecological ethics into the IPC induces a transformation in the environmental knowledge, attitudes, and behaviours of Chinese college students. This exact matter is the focus of the present inquiry. An aggregate of one hundred online voting opportunities will be provided to study participants, and all are required to utilise the platform. Subsequently, linear regression analysis will be performed on the data to determine the interrelationships between the various components. Independent Variables (IVs): The study focuses on two main independent variables: the extent of ecological ethics content integration (IV1) and the method of implementation (IV2). Dependent Variables (DVs): The dependent variables include students' understanding of ecological issues (DV1), attitudes towards environmental responsibility (DV2), and behavioral intentions towards ecological conservation (DV3). The three parts of the online survey are based on the study variables. Age, school year, and specialisation are some of the demographic details requested by the first segment in an effort to account for any confounding variables. The second part consists of looking at the independent factors. The degree to which the research participants gained understanding and knowledge of ecological ethics via the IPC is an open question. In Section 3, we ask students a series of questions designed to elicit their knowledge, perspective, and aspirations in relation to environmental preservation. All of these questions about the dependent components are still relevant. In order to analyse data, a number of steps are needed. Clarification is necessary to guarantee the information is complete and correct. Next, we'll do a linear regression analysis to find out how the amount and technique of EE combination relate to the dependent variables (knowledge, attitudes, and actions). Each DV will have its own regression model when IVs are regarded as variables. Using this approach, the research may find out whether there are disparities in the way ecological ethics is taught and practiced at the IPC and if there are corresponding gaps in students' environmental knowledge and responsibility. Values offer indications of the strength and direction of the connections between IVs and DVs in the regression models. The strength of these links will be evaluated according to the relevance levels they possess. One measure of the extent to which the independent factors can account for the observed variability in the dependent variables is the R-squared value, which the research will provide. This will be used to evaluate the environmental ethics course that the IPC offered. This model allows us to predict how Chinese college students would be affected by the incorporation of environmental ethics into the IPC. This study adds to the body of knowledge on environmental education by answering the research questions with actual data. 4. Findings and Discussion 4.1 The Relationship between implementation of ecological ethics into the IPC and Chinese college students' understanding and behavioral intentions Table 1 Model Summary 1 Model Summary Model R R Square Adjusted R Square Std. Error of the Estimate 1 .853 a .727 .721 .670 a. Predictors: (Constant), DV3, DV1 Table 2 Coefficients 1. Coefficients a Model Unstandardized Coefficients Standardized Coefficients t Sig. B Std. Error Beta 1 (Constant) -2.467 .434 -5.691 .000 DV1 .829 .220 .512 3.766 .000 DV3 .442 .168 .358 2.633 .010 a. Dependent Variable: IV1 The dependent variables (students' comprehension of environmental issues and their intended actions to safeguard the environment) are significantly and positively correlated with the independent variable (the application of ecological ethics in the IPC). This is indicated by the R-squared value, which is 0.727. Consequently, variations in the application of ecological ethics within the IPC can be primarily attributed to disparities in students' comprehension of environmental issues and their corresponding course of action. An adjusted R-squared value of 0.721 further indicates that the model matches the data well, implying that it is extremely reliable. Additional information is available in the relationships table (Table 2 ). This observation indicates that the dependent variable and the independent variable are strongly correlated in a positive way. Environmental issues knowledge (DV1) is more crucial for practicing ecological ethics in the IPC, as indicated by the significance level of 0.000 and the scaled coefficient (Beta) of 0.512. In essence, an increased understanding of environmental issues by students enhances the applicability of ecological ethics within the IPC. A robust correlation of 0.010 at the Beta level and 0.358 between the application of ecological ethics and behaviours intended to protect the environment (DV3) is also evident. In other words, seeking environmental protection and behaving in a manner that is beneficial to it are associated with the inclusion of ecological ethics in the IPC. The incorporation of ecological ethics into the IPC appears to significantly influence the perspectives of Chinese college students regarding environmental issues and their intended courses of action to safeguard the environment. This demonstrates the criticality of ecological ethics education in schools, which fosters in students a greater concern for and desire to protect the environment. 4.2 The relationship between the design of ecological ethics content within the IPC affect students' attitudes Table 3 Model Summary 2. Model Summary Model R R Square Adjusted R Square Std. Error of the Estimate 1 .622 a .387 .381 .622 a. Predictors: (Constant), DV2 Table 4 Coefficients 2. Coefficients a Model Unstandardized Coefficients Standardized Coefficients t Sig. B Std. Error Beta 1 (Constant) 3.692 .132 27.914 .000 DV2 .305 .039 .622 7.865 .000 a. Dependent Variable: IV2 The results of the linear regression analysis are presented in Tables 3 and 4 . The implications of incorporating ecological ethics into the Ideology and Politics Curriculum (IPC) for students' attitudes towards environmental stewardship are profoundly illuminated by these results. Students' perspectives (DV1) are weakly correlated with the design of ecological ethics materials (IV2), as shown in the model breakdown (Table 3 ). The value of R squared is 0.387. Therefore, 38.7% of the variance in students' attitudes towards caring for the environment can be attributed to the manner in which ecological ethics is taught at the IPC. The obtained R-squared value of 0.381 indicates that the model continues to provide a good fit to the data, notwithstanding the inclusion of the number of factors. Additionally, the factors table (Table 4 ) demonstrates that the presentation of ecological ethics material (DV2) significantly and positively influences students' attitudes towards environmental stewardship. The non-standard coefficient (B) for DV2 is 0.305. Students' positive attitudes towards environmental stewardship increase by 0.305 units for each unit increase in the quantity and quality of ecological ethics-related content. This result has a significance value (Sig.) of 0.000, indicating that it is statistically significant. Overall, the data provides robust evidence in favour of the notion that the manner in which students are instructed in ecological ethics within the IPC significantly influences their disposition towards global stewardship. Deliberately designing ecological ethics teachings is crucial if you want to genuinely inspire children's concern for the environment. 4.3 Discussion The study demonstrates an essential correlation between environmental stewardship and the design of institutions. This is particularly true of Chinese college students' Ideology and Politics Curriculum (IPC). The study's discovery that the manner in which ecological ethics content is constructed significantly influences students' attitudes towards environmental stewardship demonstrates the critical nature of education in terms of increasing environmental consciousness. The fact that attitudes towards caring for the environment have changed by 38.7% indicates that this correlation is not only statistically significant but also practically significant. The greater our understanding of the operation of environmental education, the better. Numerous hypotheses have been advanced to illustrate how education can alter individuals' perspectives on the world. This research employs a number of these concepts in order to determine the advantages of education. The statistical significance of the design of the ecological ethics information in the IPC was determined. This supports the arguments put forth by scholars such as Callicott ( 1989 ), who have advocated for the inclusion of ecological ethics in academic curricula. Students can indeed become more environmentally conscious by using well-designed learning materials, according to this study. It transcends classroom instruction by demonstrating how this is implemented in the real world. At this juncture, it is prudent to examine this circumstance via the framework of the research methodology, which employs linear regression analysis to demonstrate the impact of programme design on students' perspectives. Addressing the issue of quantifying the advantages of educational activities has long been a challenge within the domains of curriculum studies and educational psychology (Zhou et al., 2024). However, this approach has proven to be effective in those disciplines. In addition to providing support for the theory, the discovered positive correlation also lends credence to the notion that environmental ethics should be taught in schools, as York ( 2014 ) and Pan et al. ( 2006 ) have stated. These authors have emphasised the critical nature of early environmental education, particularly in countries such as China that are already grappling with the detrimental effects of accelerated development. However, interpreting these results can be a challenging task at times. Evidently, the manner in which a lesson plan is constructed does indeed influence students' perceptions of their surroundings. Additionally, it stimulates our curiosity regarding the development of an effective ecological ethics programme. Lesson development requires creative thinking in order to address this inquiry. Effective pedagogy must be combined with practical natural knowledge in order to improve student performance. The fact that respondents were asked to assess their own perspectives on environmental responsibility may have also compromised the objectivity of the data. Subsequently, the incorporation of behavioural assessments or observational data may facilitate the correlation between students' professed beliefs and their classroom conduct. Not only researchers ought to be concerned with these findings; individuals involved in lesson planning, politics, and education can also benefit from them. A robust correlation exists between the manner in which ecological ethics is instructed to students and their subsequent attitudes towards the subject. This demonstrates that environmental issues ought to be taught in schools with care and intention. You should not only teach about the environment, but also employ techniques that encourage student participation and assist them in developing a strong sense of environmental ethics. It is evident from the data that schools require some sort of reform. They support educational initiatives that not only provide assistance but also transform the lives of children by imparting the necessary values and competencies to confront the complex environmental challenges of the present era. Overall, this research constitutes a significant contribution to the domain of environmental education by demonstrating that the manner in which a strategy is structured can influence individuals' attitudes towards environmental stewardship. Despite providing robust evidence of this correlation, the study also leaves room for further investigation into the ways in which learning influences individuals' perceptions and behaviours in the world. Global environmental issues are deteriorating, making it more crucial than ever to educate children on sustainable living practices that minimise harm to the environment. This research demonstrates the criticality of lesson planning in this domain. Additionally, it enables us to develop environmental education initiatives that are more effective and benefit a greater number of individuals. 5. Conclusion Could there be any consequences for Chinese college students if ecological ethics were to be included into the Ideology and Politics Curriculum (IPC)? The purpose of this research was to find the answer to that query. The purpose of this research was to determine how students' perspectives, actions, and understanding of their global responsibility may be affected by including and expanding ecological ethics within the IPC. The results add to our knowledge of how the course load affects students' environmental awareness. Therefore, we must organise our classes in a way that makes pupils feel more responsible for the world. Students' perspectives on environmental stewardship were shown to be significantly correlated with the ecological ethics materials creation process. Results showed that students' views on environmental stewardship were 38.7 percentage points different before and after the ecological ethics information collection procedure. Here we see firsthand how crucial well-designed curriculum components are for instilling a feeling of global citizenship in the next generation. This fits in with the broader movement for educational changes that prioritise sustainability and ethics. In addition, it shows how education can shape people into engaged, socially conscious persons who can help address global environmental issues. Be wary of generalising these findings to the population at large, even if there are several important factors to take into account. The research looked at a small subgroup of people from a certain social and intellectual background using self-reported measurements. Integrating several instruments, doing follow-up research using diverse approaches, and expanding the geographic reach of school involvement might help us understand students' ideas on ecological ethics more holistically. This study has far-reaching ramifications for programmers, educators, and politicians. Because of this, teaching kids how to deal with the natural disasters we're facing now is more important than ever. It is clear that the organisation of course materials is key to this process. There can be major repercussions if environmental ethics is included into classroom stories. The state of the environment is rapidly worsening on a worldwide basis. Academic institutions throughout the world are making great strides to include sustainability and morality teaching, and this research is a major step in that direction. This endeavour is more than just an intellectual exercise; please treat it as such. Furthermore, it seeks to encourage healthy growth and assist people in their pursuit of a natural society. In the end, this study lends credence to the idea of including ecological ethics within the IPC, as it helps to raise environmental consciousness among Chinese college students. For society to advance, we must provide kids with educational experiences that not only teach them but also amaze, motivate, and inspire them to take part in making the world a better place. Declarations Consent publication I consent to publish this article on behalf of all authors. Competing interests The authors declare no competing interests. Informed consent was obtained from all participants included in this study. Informed consent All participants in this study gave informed consent to the publication of their data. Declarations Ethics approval and consent to participate Research ethics approval was obtained by the Hunan Vocational College of Posts and Telecommunications. Funding This work was supported by Hunan Provincial Department of Education vocational college education and teaching reform research project“Research on the construction of "four high" theme-driven teaching mode of ideological and political courses in colleges and universities based on ADDIE model”(ZJGB2023674);Hunan Provincial Department of Education scientific research project outstanding youth project“Research on the construction path of the second classroom of ideological and political education in colleges and universities from the perspective of core literacy”༈23B1065༉ Author Contribution Author Contributions StatementS.Y. conceived the study, designed the research framework, collected and analyzed the data, and wrote the main manuscript text. M.I.B.H. provided academic supervision, contributed to the conceptual refinement, and reviewed and edited the manuscript critically for intellectual content. All authors read and approved the final manuscript. References Callicott JB. In defense of the land ethic: Essays in environmental philosophy. Suny; 1989. Chawla L, Cushing DF. Education for strategic environmental behavior. Environ Educ Res. 2007;13(4):437–52. Fearn GP. (2021). The ‘authoritarian turn’in environmental planning? examining the conflict over shale gas ‘fracking’in England (Doctoral dissertation, Newcastle University). Hungerford HR, Volk TL. Changing learner behavior through environmental education. J Environ Educ. 1990;21(3):8–21. Jones SK, Griep Y. I can only work so hard before I burn out. A time sensitive conceptual integration of ideological psychological contract breach, work effort, and burnout. Front Psychol. 2018;9:305592. Leopold A. The land ethic. Emergence: Complex Organ. 2012;14(1):59–87. Pan WH, Fann CS, Wu JY, Hung YT, Ho MS, Tai TH, Chen YT. Han Chinese cell and genome bank in Taiwan: purpose, design and ethical considerations. Human Hered. 2006;61(1):27–30. Qiqi W, Weidong Z. (2024). Research on a Blended Teaching Model for College English Based on Ideological and Political Courses. Cultura: Int J Philos Cult Axiology, 21(1). Sterling SR, Orr D. S ustainable education: Re-visioning learning and change . Volume 6. Totnes: Green Books for the Schumacher Society; 2001. York RA. Re-connecting with nature: Transformative environmental education through the arts. University of Toronto (Canada); 2014. Zhou RK. (2024). From education for a sustainable development to ecological civilization in China: a just transition? Social Inclusion, 12. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Isa Bin Hamzah","email":"","orcid":"","institution":"Universiti Kebangsaan Malaysia","correspondingAuthor":false,"prefix":"","firstName":"Mohd.","middleName":"Isa Bin","lastName":"Hamzah","suffix":""}],"badges":[],"createdAt":"2025-07-27 16:23:05","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7227396/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7227396/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":92570923,"identity":"c81124b6-190b-4f62-bb2a-12c088d341ab","added_by":"auto","created_at":"2025-10-01 07:40:15","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":622549,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7227396/v1/2376fc4f-7204-46d1-91c7-9d9df974a787.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003eA Research on the design and implementation of Ecological ethics（EE）in ideology and politics curriculum（IPC）for chinese college students\u003c/p\u003e","fulltext":[{"header":"1. Introduction","content":"\u003cdiv id=\"Sec2\" class=\"Section2\"\u003e\u003ch2\u003e1.1 Research Background\u003c/h2\u003e\u003cp\u003eEnvironmental stewardship and moral education for pupils are more vital than ever before in a society where the severity of natural crises is becoming greater. Ecological ethics delves into the philosophical question of what kind of behaviour people should have in various environmental contexts. Everyone agrees that this shift in schooling is huge (Callicott, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1989\u003c/span\u003e). More and more people are starting to realise how much of an impact humans have on the planet's ecosystems. One proof of this is the introduction of environmental ethics curricula in public schools.\u003c/p\u003e\u003cp\u003eA time of economic prosperity and development has never before occurred in China. The eradication of species and pollution of water and air are just two of the many environmental problems that the nation is facing. The nation's health and natural resources are at risk because of these worries. On top of that, they put the safety of both businesses and communities at risk. In Chinese schools, teaching students about environmental ethics is not an optional extra. One important approach to teaching a group of people is to help them become more environmentally conscious and to make them feel responsible for protecting the environment (Pan et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2006\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eA cornerstone of China's university system is the Ideology and Politics Curriculum (IPC). Ideas from Marxism and politics are covered in class. Also, it's a fresh and interesting way to educate environmental ethics. The course is a great tool for raising environmental consciousness among Chinese college students because of the deep impact it has on their beliefs and values. As a result, the Chinese Communist Party has stepped up its attempts to bring the IPC in line with green society and environmental survival ideals. This shows how environmental concerns are becoming more central to national policies and ideas (Fearn, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe inclusion of ecological ethics in the IPC shows that more and more people think that environmental education should teach children about environmental concerns while also making them feel an emotional connection to protecting the natural world. Problems like environmental deterioration, economic growth, and fair social treatment will need people and leaders of the future to be able to think in this way. Thanks to the IPC's incorporation of environmental principles, China has achieved great strides in sustainable development and green culture promotion. In addition, after devastating environmental disasters, environmental education has become an increasingly important priority on a global scale.\u003c/p\u003e\u003cp\u003eMany people agree that natural ethics is important, yet schools don't teach it thoroughly, especially when it comes to teaching students about politics and morality. It is critical to resolve this disparity since the IPC has the power to change students' perspectives and beliefs (Jones \u0026amp; Griep, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). To fully understand how ecological ethics may be effectively planned and implemented inside the IPC, further real-world examples are required. Unfortunately, we are currently experiencing a shortage of these goods. The importance of this work is highly regarded for several reasons. To get things off, it stresses how important land maintenance education activities are for reaching sustainable development targets. In addition, the research mainly focuses on Chinese college students, who are a large and accommodating demographic. This has the potential to help foster future generations of leaders who are concerned about the environment. This research adds to what is already known about educational reform and shows how old-fashioned moral principles may be updated to address modern problems.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003e1.2 Research Questions\u003c/h2\u003e\u003cp\u003eThe study will employ linear regression analysis to investigate the relationship between the design and implementation of ecological ethics in the IPC and students' ecological consciousness and behaviors. The following research questions will guide this inquiry:\u003c/p\u003e\u003cp\u003eRQ1. To what extent does the incorporation of ecological ethics into the IPC influence Chinese college students' understanding of ecological issues?\u003c/p\u003e\u003cp\u003eRQ2. How does the design of ecological ethics content within the IPC affect students' attitudes towards environmental responsibility?\u003c/p\u003e\u003cp\u003eRQ3. What is the relationship between the method of implementation of ecological ethics in the IPC and the behavioral intentions of students towards ecological conservation?\u003c/p\u003e\u003c/div\u003e"},{"header":"2. Literature review","content":"\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e\u003ch2\u003e2.1 Theoretical Foundations of Ecological Ethics in Education\u003c/h2\u003e\u003cp\u003eEnvironmental philosophy and educational theory agree on one essential point: we must have a moral stance towards environmental care if we are to successfully face the problems of our day. The fact that Callicott (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1989\u003c/span\u003e) argues in favour of a land ethic shows how important it is for people to have relationships with nature. Furthermore, he argues that education is the primary means by which an ethical stance towards the environment may be developed. In his seminal book from 1949, Leopold first used the term \"land ethic\" to describe the need to consider ethics in relation to the whole continent.\u003c/p\u003e\u003cp\u003eYork (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) adds to this collection of thoughts by arguing that teaching should not focus just on transmitting environmental facts. They are in favour of a new approach that encourages people to feel a strong moral need to preserve natural resources. At the moment, there is a lot of talk about sustainable education, which stresses the need of teaching students to think ethically and environmentally conscious (Sterling, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2001\u003c/span\u003e). This is similar to York's call for a curriculum that teaches people how to deal with environmental problems in a constructive way.\u003c/p\u003e\u003cp\u003eGiven the fast economic growth and simultaneous acceleration of environmental deterioration in China, ecological ethics need to be a part of the academic programmes at universities throughout the country. According to Zhou (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), it is a prime example of the Chinese government's commitment to the environment and its goal of creating a green society. Plus, it fits well with Earth Education's global objectives. Remedial action is required since environmental education in China is in a terrible condition, as stated by Pan et al. (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). Their primary objective is to improve the educational tools' environmental effect. Some argue that educating students about ecological ethics is crucial for instilling in them a lifelong commitment to protecting the environment, yet there is still a lack of clarity around the methodology and implementation of this concept in schools.\u003c/p\u003e\u003cp\u003eAccording to a research with solid scientific backing, schools should make teaching natural ethics a top priority. In their landmark 1990 study, Hungerford and Volk determined that the best way to encourage people to engage in ecologically friendly activities was to combine environmental education with action-based learning. Consequently, the world community might benefit from a rise in student participation brought about by a more ethical curriculum. Environmental education programmes aimed at preschoolers that have an emphasis on ethical and social issues are more likely to succeed in instilling a love of nature in those students, according a 2007 research by Chawla and Cushing.\u003c/p\u003e\u003cp\u003eOn the other hand, theoretical theory and empirical data constitute the basis of ethical ecology. Particularly in fast-developing countries like China, more research is needed to understand its background, use patterns, and effects on pupils. On the other side, introducing students to natural ethics in the classroom has the potential to increase their global awareness and encourage them to take on more personal responsibility.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e\u003ch2\u003e2.2 Ideology and Politics Curriculum as a Vehicle for Ecological Ethics\u003c/h2\u003e\u003cp\u003eAn innovative and successful strategy is the Ideology and Politics Curriculum (IPC), which incorporates environmental ethics into the overall education of Chinese children. The goal of increasing environmental awareness among students aligns quite well with the IPC's well-known emphasis on teaching Marxist ideology and political theory (Zhou, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). There has been greater emphasis on the need of this option in light of the worsening global environmental catastrophe. Because of this, there has to be a drastic shift in educational priorities to better teach students about the interconnected web of causes and effects that leads to environmental deterioration.\u003c/p\u003e\u003cp\u003eIncorporating environmental ethics into the IPC is a good idea, say Qiqi and Weidong (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), because of the code's focus on moral and religious education. In the eyes of many, this merger is more than just an addition to the standard curriculum; it has the power to alter the way students throughout the globe think and act. It is believed that by integrating ecological ethics into the IPC, we can raise a new generation that is both aware of and committed to environmental challenges and works to find lasting solutions.\u003c/p\u003e\u003cp\u003eOne part of China's larger educational reforms is bringing ecological ethics in line with the IPC. The changes listed above are made to help people become more responsible and diligent so that they can handle the challenges of today, which include issues related to sustainable development. Zhou (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) argues that in order to improve their efficacy, educational objectives ought to be revised. Incorporating the study of ideas and politics into ecological culture curricula could significantly contribute to progress in this regard. As this change demonstrates, individuals must attend school in order to cause less damage to the world.\u003c/p\u003e\u003cp\u003eIn order for schools to remain abreast of emerging issues, environmental ethics were incorporated into the IPC (Pan et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). The IPC provides access to political and scientific perspectives. It could also assist them in comprehending nature ethics. This practice teaches children a great deal about the crucial moral dilemmas and decisions that occur in nature. This method of instruction not only improves students' learning, but also contributes to a brighter, more accountable future for all.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e\u003ch2\u003e2.3 Empirical Studies on the Impact of Ecological Ethics Education\u003c/h2\u003e\u003cp\u003eThe value of conservation and environmental education has been more widely recognised in recent years. For the simple reason that more and more educators are thinking about how they might utilise their teaching to help save the planet. Research by Pan et al. (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2006\u003c/span\u003e), which looks at how environmental education in China contributes to sustainable development objectives, provides an example of this. According to Pan's research, which is in line with what Qiqi and Weidong (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) found, students' environmental consciousness may be significantly raised if environmental ethics are included in environmental education.\u003c/p\u003e\u003cp\u003eEcological ethics should also be included in school curricula in response to Fearn's 2021 research on new ways of teaching political and intellectual ideas at universities. The argument put forward is that this integration style not only helps people become more environmentally conscious, but it also lines up with the larger national objectives of creating an ecological society. When it comes to strategic implications, this lines up with what Zhou (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) says.\u003c/p\u003e\u003cp\u003eMore comprehensive scientific research is still required, notwithstanding these changes. Researchers in the field of environmental education have a number of challenges when working with numerical data, such as the need to conduct further comparative and continuing studies (York, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). The difficulties in understanding how ecological ethics education affects students' mindsets and actions are shown by these examples. To address this knowledge gap, more study is required.\u003c/p\u003e\u003cp\u003eIn order to complete these gaps, further information is required. To better comprehend the intricate implications of environmental ethics education, certain scholars, including Callicott (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1989\u003c/span\u003e), advocate for mixed methods techniques that combine qualitative and quantitative methodology. This approach not only improves the body of credible research, but it also sheds light on how ecological ethics might be taught more precisely to give students a genuine sense of environmental conscience.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003e2.4 Research Gaps\u003c/h2\u003e\u003cp\u003eThere are still some gaps in the study, even if natural ethics is becoming more mainstream in school curriculum. We need further research on how ecological ethics are taught and enforced in the IPC and how they affect students' academic performance before we can go forward. Furthermore, most of the earlier investigations were either incomplete or tailored to individual cases, thus they lacked a comprehensive strategy. So, it's very important to do enough study to find out how well various teaching strategies work in different settings. To sum up, the challenges and complications of integrating ecological ethics into intellectual and political education have received little focus. Some educators voice their opposition to the plan, while others insist on pursuing objectives that don't fit within the curriculum's overall structure.\u003c/p\u003e\u003c/div\u003e"},{"header":"3. Methodology","content":"\u003cp\u003eThe study's overarching goal is to draw conclusions about how ecological ethics education influences students' environmental awareness, action, and thinking. The main data source for this quantitative research is an online questionnaire, and to evaluate the data, linear regression analysis is used. Subsequently, an examination of the study's design will ensue, encompassing an identification of the variables that will and will not experience any interactions. The article presents discussions pertaining to the data analysis methodology as well as the online questionnaire's expansion.\u003c/p\u003e\u003cp\u003eThe integration of ecological ethics into the IPC induces a transformation in the environmental knowledge, attitudes, and behaviours of Chinese college students. This exact matter is the focus of the present inquiry. An aggregate of one hundred online voting opportunities will be provided to study participants, and all are required to utilise the platform. Subsequently, linear regression analysis will be performed on the data to determine the interrelationships between the various components.\u003c/p\u003e\u003cp\u003eIndependent Variables (IVs): The study focuses on two main independent variables: the extent of ecological ethics content integration (IV1) and the method of implementation (IV2).\u003c/p\u003e\u003cp\u003eDependent Variables (DVs): The dependent variables include students' understanding of ecological issues (DV1), attitudes towards environmental responsibility (DV2), and behavioral intentions towards ecological conservation (DV3).\u003c/p\u003e\u003cp\u003eThe three parts of the online survey are based on the study variables. Age, school year, and specialisation are some of the demographic details requested by the first segment in an effort to account for any confounding variables. The second part consists of looking at the independent factors. The degree to which the research participants gained understanding and knowledge of ecological ethics via the IPC is an open question. In Section 3, we ask students a series of questions designed to elicit their knowledge, perspective, and aspirations in relation to environmental preservation. All of these questions about the dependent components are still relevant.\u003c/p\u003e\u003cp\u003eIn order to analyse data, a number of steps are needed. Clarification is necessary to guarantee the information is complete and correct. Next, we'll do a linear regression analysis to find out how the amount and technique of EE combination relate to the dependent variables (knowledge, attitudes, and actions). Each DV will have its own regression model when IVs are regarded as variables. Using this approach, the research may find out whether there are disparities in the way ecological ethics is taught and practiced at the IPC and if there are corresponding gaps in students' environmental knowledge and responsibility.\u003c/p\u003e\u003cp\u003eValues offer indications of the strength and direction of the connections between IVs and DVs in the regression models. The strength of these links will be evaluated according to the relevance levels they possess. One measure of the extent to which the independent factors can account for the observed variability in the dependent variables is the R-squared value, which the research will provide. This will be used to evaluate the environmental ethics course that the IPC offered.\u003c/p\u003e\u003cp\u003eThis model allows us to predict how Chinese college students would be affected by the incorporation of environmental ethics into the IPC. This study adds to the body of knowledge on environmental education by answering the research questions with actual data.\u003c/p\u003e"},{"header":"4. Findings and Discussion","content":"\u003cp\u003e\u003cb\u003e4.1 The Relationship between implementation of ecological ethics into the IPC and Chinese college students' understanding and behavioral intentions\u003c/b\u003e\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eModel Summary 1\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"5\" nameend=\"c5\" namest=\"c1\"\u003e\u003cp\u003eModel Summary\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eModel\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eR\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eR Square\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eAdjusted R Square\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eStd. Error of the Estimate\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e.853\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.727\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.721\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.670\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"5\" nameend=\"c5\" namest=\"c1\"\u003e\u003cp\u003ea. Predictors: (Constant), DV3, DV1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eCoefficients 1.\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"7\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e\u003cp\u003eCoefficients\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" morerows=\"1\" nameend=\"c2\" namest=\"c1\" rowspan=\"2\"\u003e\u003cp\u003eModel\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003eUnstandardized Coefficients\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eStandardized Coefficients\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003et\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eSig.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eB\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStd. Error\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eBeta\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e(Constant)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e-2.467\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.434\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e-5.691\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDV1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.829\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.220\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.512\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e3.766\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDV3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.442\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.168\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.358\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e2.633\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.010\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e\u003cp\u003ea. Dependent Variable: IV1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe dependent variables (students' comprehension of environmental issues and their intended actions to safeguard the environment) are significantly and positively correlated with the independent variable (the application of ecological ethics in the IPC). This is indicated by the R-squared value, which is 0.727. Consequently, variations in the application of ecological ethics within the IPC can be primarily attributed to disparities in students' comprehension of environmental issues and their corresponding course of action. An adjusted R-squared value of 0.721 further indicates that the model matches the data well, implying that it is extremely reliable.\u003c/p\u003e\u003cp\u003eAdditional information is available in the relationships table (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e). This observation indicates that the dependent variable and the independent variable are strongly correlated in a positive way. Environmental issues knowledge (DV1) is more crucial for practicing ecological ethics in the IPC, as indicated by the significance level of 0.000 and the scaled coefficient (Beta) of 0.512. In essence, an increased understanding of environmental issues by students enhances the applicability of ecological ethics within the IPC. A robust correlation of 0.010 at the Beta level and 0.358 between the application of ecological ethics and behaviours intended to protect the environment (DV3) is also evident. In other words, seeking environmental protection and behaving in a manner that is beneficial to it are associated with the inclusion of ecological ethics in the IPC.\u003c/p\u003e\u003cp\u003eThe incorporation of ecological ethics into the IPC appears to significantly influence the perspectives of Chinese college students regarding environmental issues and their intended courses of action to safeguard the environment. This demonstrates the criticality of ecological ethics education in schools, which fosters in students a greater concern for and desire to protect the environment.\u003c/p\u003e\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003ch2\u003e4.2 The relationship between the design of ecological ethics content within the IPC affect students' attitudes\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eModel Summary 2.\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"5\" nameend=\"c5\" namest=\"c1\"\u003e\u003cp\u003eModel Summary\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eModel\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eR\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eR Square\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eAdjusted R Square\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eStd. Error of the Estimate\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e.622\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.387\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.381\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.622\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"5\" nameend=\"c5\" namest=\"c1\"\u003e\u003cp\u003ea. Predictors: (Constant), DV2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eCoefficients 2.\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"7\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e\u003cp\u003eCoefficients\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" morerows=\"1\" nameend=\"c2\" namest=\"c1\" rowspan=\"2\"\u003e\u003cp\u003eModel\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003eUnstandardized Coefficients\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eStandardized Coefficients\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003et\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eSig.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eB\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStd. Error\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eBeta\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e(Constant)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3.692\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.132\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e27.914\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDV2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.305\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.039\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.622\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e7.865\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e\u003cp\u003ea. Dependent Variable: IV2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe results of the linear regression analysis are presented in Tables\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e and \u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e. The implications of incorporating ecological ethics into the Ideology and Politics Curriculum (IPC) for students' attitudes towards environmental stewardship are profoundly illuminated by these results. Students' perspectives (DV1) are weakly correlated with the design of ecological ethics materials (IV2), as shown in the model breakdown (Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e). The value of R squared is 0.387. Therefore, 38.7% of the variance in students' attitudes towards caring for the environment can be attributed to the manner in which ecological ethics is taught at the IPC. The obtained R-squared value of 0.381 indicates that the model continues to provide a good fit to the data, notwithstanding the inclusion of the number of factors.\u003c/p\u003e\u003cp\u003eAdditionally, the factors table (Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e) demonstrates that the presentation of ecological ethics material (DV2) significantly and positively influences students' attitudes towards environmental stewardship. The non-standard coefficient (B) for DV2 is 0.305. Students' positive attitudes towards environmental stewardship increase by 0.305 units for each unit increase in the quantity and quality of ecological ethics-related content. This result has a significance value (Sig.) of 0.000, indicating that it is statistically significant.\u003c/p\u003e\u003cp\u003eOverall, the data provides robust evidence in favour of the notion that the manner in which students are instructed in ecological ethics within the IPC significantly influences their disposition towards global stewardship. Deliberately designing ecological ethics teachings is crucial if you want to genuinely inspire children's concern for the environment.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\u003ch2\u003e4.3 Discussion\u003c/h2\u003e\u003cp\u003eThe study demonstrates an essential correlation between environmental stewardship and the design of institutions. This is particularly true of Chinese college students' Ideology and Politics Curriculum (IPC). The study's discovery that the manner in which ecological ethics content is constructed significantly influences students' attitudes towards environmental stewardship demonstrates the critical nature of education in terms of increasing environmental consciousness. The fact that attitudes towards caring for the environment have changed by 38.7% indicates that this correlation is not only statistically significant but also practically significant. The greater our understanding of the operation of environmental education, the better.\u003c/p\u003e\u003cp\u003eNumerous hypotheses have been advanced to illustrate how education can alter individuals' perspectives on the world. This research employs a number of these concepts in order to determine the advantages of education. The statistical significance of the design of the ecological ethics information in the IPC was determined. This supports the arguments put forth by scholars such as Callicott (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1989\u003c/span\u003e), who have advocated for the inclusion of ecological ethics in academic curricula. Students can indeed become more environmentally conscious by using well-designed learning materials, according to this study. It transcends classroom instruction by demonstrating how this is implemented in the real world.\u003c/p\u003e\u003cp\u003eAt this juncture, it is prudent to examine this circumstance via the framework of the research methodology, which employs linear regression analysis to demonstrate the impact of programme design on students' perspectives. Addressing the issue of quantifying the advantages of educational activities has long been a challenge within the domains of curriculum studies and educational psychology (Zhou et al., 2024). However, this approach has proven to be effective in those disciplines. In addition to providing support for the theory, the discovered positive correlation also lends credence to the notion that environmental ethics should be taught in schools, as York (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) and Pan et al. (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2006\u003c/span\u003e) have stated. These authors have emphasised the critical nature of early environmental education, particularly in countries such as China that are already grappling with the detrimental effects of accelerated development.\u003c/p\u003e\u003cp\u003eHowever, interpreting these results can be a challenging task at times. Evidently, the manner in which a lesson plan is constructed does indeed influence students' perceptions of their surroundings. Additionally, it stimulates our curiosity regarding the development of an effective ecological ethics programme. Lesson development requires creative thinking in order to address this inquiry. Effective pedagogy must be combined with practical natural knowledge in order to improve student performance. The fact that respondents were asked to assess their own perspectives on environmental responsibility may have also compromised the objectivity of the data. Subsequently, the incorporation of behavioural assessments or observational data may facilitate the correlation between students' professed beliefs and their classroom conduct.\u003c/p\u003e\u003cp\u003eNot only researchers ought to be concerned with these findings; individuals involved in lesson planning, politics, and education can also benefit from them. A robust correlation exists between the manner in which ecological ethics is instructed to students and their subsequent attitudes towards the subject. This demonstrates that environmental issues ought to be taught in schools with care and intention. You should not only teach about the environment, but also employ techniques that encourage student participation and assist them in developing a strong sense of environmental ethics. It is evident from the data that schools require some sort of reform. They support educational initiatives that not only provide assistance but also transform the lives of children by imparting the necessary values and competencies to confront the complex environmental challenges of the present era.\u003c/p\u003e\u003cp\u003eOverall, this research constitutes a significant contribution to the domain of environmental education by demonstrating that the manner in which a strategy is structured can influence individuals' attitudes towards environmental stewardship. Despite providing robust evidence of this correlation, the study also leaves room for further investigation into the ways in which learning influences individuals' perceptions and behaviours in the world. Global environmental issues are deteriorating, making it more crucial than ever to educate children on sustainable living practices that minimise harm to the environment. This research demonstrates the criticality of lesson planning in this domain. Additionally, it enables us to develop environmental education initiatives that are more effective and benefit a greater number of individuals.\u003c/p\u003e\u003c/div\u003e"},{"header":"5. Conclusion","content":"\u003cp\u003eCould there be any consequences for Chinese college students if ecological ethics were to be included into the Ideology and Politics Curriculum (IPC)? The purpose of this research was to find the answer to that query. The purpose of this research was to determine how students' perspectives, actions, and understanding of their global responsibility may be affected by including and expanding ecological ethics within the IPC. The results add to our knowledge of how the course load affects students' environmental awareness. Therefore, we must organise our classes in a way that makes pupils feel more responsible for the world.\u003c/p\u003e\u003cp\u003eStudents' perspectives on environmental stewardship were shown to be significantly correlated with the ecological ethics materials creation process. Results showed that students' views on environmental stewardship were 38.7 percentage points different before and after the ecological ethics information collection procedure. Here we see firsthand how crucial well-designed curriculum components are for instilling a feeling of global citizenship in the next generation. This fits in with the broader movement for educational changes that prioritise sustainability and ethics. In addition, it shows how education can shape people into engaged, socially conscious persons who can help address global environmental issues.\u003c/p\u003e\u003cp\u003eBe wary of generalising these findings to the population at large, even if there are several important factors to take into account. The research looked at a small subgroup of people from a certain social and intellectual background using self-reported measurements. Integrating several instruments, doing follow-up research using diverse approaches, and expanding the geographic reach of school involvement might help us understand students' ideas on ecological ethics more holistically.\u003c/p\u003e\u003cp\u003eThis study has far-reaching ramifications for programmers, educators, and politicians. Because of this, teaching kids how to deal with the natural disasters we're facing now is more important than ever. It is clear that the organisation of course materials is key to this process. There can be major repercussions if environmental ethics is included into classroom stories.\u003c/p\u003e\u003cp\u003eThe state of the environment is rapidly worsening on a worldwide basis. Academic institutions throughout the world are making great strides to include sustainability and morality teaching, and this research is a major step in that direction. This endeavour is more than just an intellectual exercise; please treat it as such. Furthermore, it seeks to encourage healthy growth and assist people in their pursuit of a natural society.\u003c/p\u003e\u003cp\u003eIn the end, this study lends credence to the idea of including ecological ethics within the IPC, as it helps to raise environmental consciousness among Chinese college students. For society to advance, we must provide kids with educational experiences that not only teach them but also amaze, motivate, and inspire them to take part in making the world a better place.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003eConsent publication I consent to publish this article on behalf of all authors.\u003c/p\u003e\n\u003cp\u003eCompeting interests The authors declare no competing interests.\u003c/p\u003e\n\u003cp\u003eInformed consent was obtained from all participants included in this study.\u003c/p\u003e\n\u003cp\u003eInformed consent All participants in this study gave informed consent to the publication of their data.\u003c/p\u003e\n\u003cp\u003eDeclarations Ethics approval and consent to participate Research ethics approval was obtained by the Hunan Vocational College of Posts and Telecommunications.\u003c/p\u003e\u003ch2\u003eFunding\u003c/h2\u003e\u003cp\u003eThis work was supported by Hunan Provincial Department of Education vocational college education and teaching reform research project\u0026ldquo;Research on the construction of \"four high\" theme-driven teaching mode of ideological and political courses in colleges and universities based on ADDIE model\u0026rdquo;(ZJGB2023674);Hunan Provincial Department of Education scientific research project outstanding youth project\u0026ldquo;Research on the construction path of the second classroom of ideological and political education in colleges and universities from the perspective of core literacy\u0026rdquo;༈23B1065༉\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eAuthor Contributions StatementS.Y. conceived the study, designed the research framework, collected and analyzed the data, and wrote the main manuscript text. M.I.B.H. provided academic supervision, contributed to the conceptual refinement, and reviewed and edited the manuscript critically for intellectual content. All authors read and approved the final manuscript.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eCallicott JB. In defense of the land ethic: Essays in environmental philosophy. Suny; 1989.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eChawla L, Cushing DF. Education for strategic environmental behavior. Environ Educ Res. 2007;13(4):437\u0026ndash;52.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eFearn GP. (2021). \u003cem\u003eThe \u0026lsquo;authoritarian turn\u0026rsquo;in environmental planning? examining the conflict over shale gas \u0026lsquo;fracking\u0026rsquo;in England\u003c/em\u003e (Doctoral dissertation, Newcastle University).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eHungerford HR, Volk TL. Changing learner behavior through environmental education. J Environ Educ. 1990;21(3):8\u0026ndash;21.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eJones SK, Griep Y. I can only work so hard before I burn out. A time sensitive conceptual integration of ideological psychological contract breach, work effort, and burnout. Front Psychol. 2018;9:305592.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eLeopold A. The land ethic. Emergence: Complex Organ. 2012;14(1):59\u0026ndash;87.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003ePan WH, Fann CS, Wu JY, Hung YT, Ho MS, Tai TH, Chen YT. Han Chinese cell and genome bank in Taiwan: purpose, design and ethical considerations. Human Hered. 2006;61(1):27\u0026ndash;30.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eQiqi W, Weidong Z. (2024). Research on a Blended Teaching Model for College English Based on Ideological and Political Courses. Cultura: Int J Philos Cult Axiology, 21(1).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eSterling SR, Orr D. S\u003cem\u003eustainable education: Re-visioning learning and change\u003c/em\u003e. Volume 6. Totnes: Green Books for the Schumacher Society; 2001.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eYork RA. Re-connecting with nature: Transformative environmental education through the arts. University of Toronto (Canada); 2014.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eZhou RK. (2024). From education for a sustainable development to ecological civilization in China: a just transition? Social Inclusion, 12.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Ecological Ethics, Ideology and Politics Curriculum, Environmental Education, Chinese College Students, Sustainable Development, Curriculum Design","lastPublishedDoi":"10.21203/rs.3.rs-7227396/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7227396/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study investigates the integration of Ecological Ethics (EE) into the Ideology and Politics Curriculum (IPC) for Chinese college students, aiming to enhance their environmental awareness, attitudes, and behavioral intentions. Grounded in theoretical perspectives from environmental education and ethical philosophy, the research addresses the urgent need for ecological consciousness amid China's rapid development and environmental challenges.\u003c/p\u003e\n\u003cp\u003eA quantitative methodology was employed, using an online questionnaire and linear regression analysis to examine the relationships between EE curriculum design, implementation methods, and students' ecological cognition, responsibility, and actions. The study surveyed a sample of Chinese university students and analyzed the impact of EE elements embedded within IPC.\u003c/p\u003e\n\u003cp\u003eThe findings reveal a significant positive correlation between the implementation of EE in IPC and students’ understanding of ecological issues and their intention to engage in environmental protection. Moreover, the quality of EE content design significantly influences students' environmental attitudes. The regression models demonstrate that both the depth of EE integration and the method of delivery are strong predictors of ecological awareness and behavioral outcomes.\u003c/p\u003e\n\u003cp\u003eThis research underscores the pedagogical value of embedding ecological ethics within ideological education to foster sustainable development values. It provides practical implications for curriculum reform and offers evidence-based insights for policymakers and educators aiming to strengthen environmental education through political-ideological frameworks.\u003c/p\u003e","manuscriptTitle":"A Research on the design and implementation of Ecological ethics（EE）in ideology and politics curriculum（IPC）for chinese college students","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-08-14 15:04:13","doi":"10.21203/rs.3.rs-7227396/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"30a23fab-14b9-4ab6-a8ac-38893430a0a0","owner":[],"postedDate":"August 14th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-10-01T07:39:31+00:00","versionOfRecord":[],"versionCreatedAt":"2025-08-14 15:04:13","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7227396","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7227396","identity":"rs-7227396","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}