Mechanisms and Optimisation Pathways for Aligning Course-based Ideological and Political Education with Job Requirements in the Context of Industry-Education Integration

Taking the Credit Practices course and banking credit positions as an example

Abstract

This study examines the Credit Practices course within the Financial Technology Applications programme at higher vocational institutions and its alignment with banking credit roles. It focuses on addressing the mismatch between ideological and political education within the curriculum and job requirements under the framework of industry-education integration. Through literature analysis and job role research, it reveals current challenges including outdated teaching content, insufficient synergy between industry-education integration and ideological and political education, and a singular evaluation mechanism. Aligned with banking sector requirements for professional competence and ethical conduct, the paper proposes optimisation pathways including establishing collaborative industry-academia mechanisms, deepening teaching system reforms, innovating multi-dimensional assessment frameworks, and developing digitalised teaching materials. These recommendations aim to cultivate high-calibre financial professionals with ‘integrity and technical proficiency, empowered by digital intelligence’, thereby advancing precise alignment between higher vocational education and industrial demands through theoretical reference and practical paradigms.