1 Introduction

This article introduces the background of the release of the "Guidelines for the Construction of Ideological and Political Education in Higher Education Curriculum" by the Ministry of Education, and outlines the research achievements of the foreign language education industry in the field of ideological and political education in English and other common language courses. At the same time, it is pointed out that there is relatively insufficient research on ideological and political education in non universal language courses, with only a few studies focusing on Korean/Korean, Thai, Finnish, and some Central and Eastern European languages. The article aims to systematically sort out the ideological and political education of non universal language courses, analyze the challenges they face, and propose corresponding solutions. The research is not only aimed at undergraduate education, but also applicable to ideological and political courses for graduate students in related disciplines.

Difficulties in Ideological and Political Education in Non Common Language Courses

In depth exploration of the difficulties faced by ideological and political education in non universal language courses. Firstly, non universal language education aims to serve national strategic needs, and the curriculum of ideological and political education has the characteristic of emphasizing output. However, most students have zero foundation, and if the output target of ideological and political education is too high, it may not match the actual language ability of students. Secondly, there are abundant resources for learning non common languages, but domestically produced textbooks that meet the requirements of ideological and political education are scarce. The construction of textbooks lags behind, and the teaching staff is weak, resulting in uncertainty in the ideological and political education curriculum. Finally, the cultivation of non universal language talents has the characteristics of long-term reserve and emergency mobilization, but the normalized practice platform is limited, and the lack of practical opportunities may limit students' language ability improvement, affecting their understanding of professional values and the cultivation of career ideals and patriotic beliefs.

3 Solutions and Specific Measures

Proposed solutions and specific measures for the implementation of ideological and political education in non universal language courses. Firstly, establish ideological and political goals that match students' language abilities, refine ideological and political output goals, classify and match language abilities, and ensure that ideological and political content is coordinated with professional knowledge and ability cultivation. Secondly, strengthen educational resources, including teacher training and textbook construction, and enhance teachers' ideological and political teaching abilities through policy incentives, topic planning, and academic guidance. At the same time, strengthen the review of foreign textbooks and language resources to ensure that the content meets ideological and political requirements. Finally, expand the practical platform by strengthening think tank construction, exploring national resources, and deepening cultural exchanges to enhance and test the effectiveness of ideological and political education. Universities should incorporate the frequency and effectiveness of practical experience into a formative evaluation system, providing students with practical opportunities while increasing the output of teaching, research, and consulting for teachers.

4 Conclusion

In the context of the construction of new liberal arts, the foreign language education community generally agrees with the concept of "compound and multilingual" training, emphasizing the integration of cross disciplinary and interdisciplinary resources. This article focuses on the ideological and political difficulties in courses for non common language majors, and proposes to integrate resources and form a joint force to achieve the goal of "three pronged education".