Integrating Local Cultural Resources into the "Not Wanting to Be Corrupt" Mechanism for University Teachers: Generative Logic and Implementation Pathways — A Case Study of Third-Front Integrity Culture

The core dilemma currently facing integrity education for university teachers lies in the fact that integrity requirements are primarily manifested in the form of institutional norms and disciplinary propaganda, which have not yet been transformed into the internal consciousness of the teaching community, with the root cause being that educational methods remain at the level of external constraint rather than entering the realm of value internalization. This paper employs Tönnies' theory of "community" and Dewey's proposition of "education as life" as analytical frameworks to argue that teachers' "academic community" and "professional community" serve as the organizational foundation for the spontaneous generation of the "not daring to be corrupt" consciousness, and further proposes the core proposition of integrating local cultural resources into the "not daring to be corrupt" mechanism for university teachers. The study posits that local cultural resources promote the transformation of integrity from external constraint to internal consciousness through a three-tier progressive mechanism: "community narrative activating a sense of belonging → contextualized education training judgment → professional ethics cultivating identity recognition."