Instructional Design and Teaching Practice of Curriculum-Based Ideological and Political Education Using an AIS Vessel Big Data Project

Abstract

To address insufficient industry context, weak integration of value objectives with technical tasks, and a lack of process-based evidence of educational outcomes in curriculum-based ideological and political education for big data programs at higher vocational colleges, this study introduces a pedagogically adapted Automatic Identification System (AIS) vessel big data project into the course Big Data Analysis and Development and develops a teaching framework that integrates knowledge, competencies, and values. The course adopts AIS trajectory visualization and analysis as the comprehensive task within the AIS vessel big data project, embedding maritime safety, data compliance, engineering responsibility, and collaboration into data acquisition, trajectory visualization, operational status analysis, and results dissemination. A combination of task-driven learning, question-guided inquiry, and project-output assessment is adopted to strengthen students' awareness of standardized practice and professional responsibility while they complete technical tasks. This paper focuses on the objectives, content, implementation pathway, and assessment methods of curriculum-based ideological and political education. The study provides a practical reference for integrating such education into higher vocational big data courses with distinctive industry characteristics.