Integrating the Concept of "Intelligence for Good" into Scenario-Based Teaching of Ideological and Political Theory Courses in Higher Education

Gangnian Xu; Yizhuo Zheng; Xinhong Shi; Yinke Wang; Zihan Li

doi:10.54691/sk6hmw31

Authors

Gangnian Xu School of Civil Engineering, Shandong Jiaotong University, Jinan 250357, China
Yizhuo Zheng School of Civil Engineering, Shandong Jiaotong University, Jinan 250357, China
Xinhong Shi School of Civil Engineering, Shandong Jiaotong University, Jinan 250357, China
Yinke Wang School of Civil Engineering, Shandong Jiaotong University, Jinan 250357, China
Zihan Li School of Civil Engineering, Shandong Jiaotong University, Jinan 250357, China

DOI:

https://doi.org/10.54691/sk6hmw31

Keywords:

Intelligence to Good; Ideological and Political Theory Courses; Scenario-based Teaching; Artificial Intelligence; Cultivation of Virtuousness and People.

Abstract

Organic integration of technology enhancement and value orientation is the main value proposition behind the educational transformation in the era of artificial intelligence, which is the core concept of "Intelligence for Good". Since ideological and political theory (IPT) courses are the major part of the curriculum that has the fundamental mission of cultivating virtue and developing people, they are faced with a lot of practical problems including abstract theoretical nature, superficial interaction, and boring situations. Situational teaching, based on the concept of situated cognition, improves the effectiveness of teaching by providing embodied and interactive learning environments, and artificial intelligence provides the technical means to build such scenarios precisely. The present paper, following the clarification of the meaning of the term Intelligence for Good and its correspondence to the values of the IPT course, examines the inner structure of scenario-based teaching. Then it outlines the potential ways of implementing Intelligence for Good in scenario-based IPT teaching in four aspects such as creation of scenarios, interaction between humans and computers, exact supply, and assessment reform. Moreover, it also puts forward preventive measures to the possible risks of technological estrangement, algorithmic bias, and value concealment. The study will serve as theoretical sources and practical directions towards the innovative reform of the IPT teaching in higher education in the modern era.

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