Integrating Ecological Civilization Philosophy into University Political Education: Theoretical Logic and Innovative Pathways — A Case Study

To explore the theoretical logic and practical pathways for the deep integration of ecological civilization thought and university ideological and political education, this study takes the course Ideological and Moral Cultivation and the Rule of Law at East China University of Technology as a typical case. Employing a combined approach of theoretical analysis and practical verification, it systematically investigates the intrinsic connections and innovative mechanisms between these two domains. The research reveals that ecological civilization thought, grounded in three theoretical foundations—Marxist ecological philosophy, traditional Chinese ecological wisdom, and new-era ecological civilization theories—provides systematic methodological guidance for curriculum reform. At the practical level, a three-dimensional innovative pathway encompassing content system, teaching methodologies, and evaluation mechanisms has been constructed. This includes a curriculum framework integrating ecological ethics, ecological rule of law, and ecological practices; an intersubjective dialogic teaching model; and a multi-dimensional evaluation system covering cognition, values, and behaviors. The proposed three-dimensional collaborative education model and dual-spiral innovation mechanism effectively bridge theory and practice, offering a replicable empirical paradigm for cultivating ecologically literate citizens. This study not only promotes a paradigm shift in ideological and political education from social-centric to eco-social dual construction but also contributes theoretical and practical insights to the development of a distinctively Chinese ecological civilization education system. 为探索生态文明思想与高校思政课程深度融合的理论逻辑与实践路径，研究以东华理工大学《思想道德与法治》课程为典型案例，采用理论分析与实践验证相结合的方法，系统考察了二者的内在关联与创新机制。研究发现，生态文明思想通过马克思主义生态哲学、中国传统生态智慧和新时代生态文明理论三大理论源泉，为思政课程改革提供了系统的方法论指导。在实践层面，构建了内容体系-教学方法-评价机制三维创新路径，形成了生态伦理-生态法治-生态实践的课程内容架构、主体间性对话教学模式和认知-价值-行为多元评价体系。研究提出的三维协同育人模型和双重螺旋创新机制，有效实现了从理论到实践的转化，为培养具有生态素养的生态公民提供了可复制的经验范式。该研究不仅推动了思政课程从社会本位向生态-社会双重建构的范式转型，更为构建中国特色生态文明教育体系提供了理论支撑和实践参考。