International Open Access Journal Platform

1 Introduction

The Fourth Plenary Session of the 20th CPC Central Committee of the Communist Party of China made systematic plans for accelerating the construction of a Healthy China, clearly putting forward core tasks such as “implementing the health-first development strategy” and “increasing the average life expectancy and people’s health level”. It also emphasized, “We should carry out the project of fostering virtue through education in the new era, promote effective integration between political studies in the classroom and practice in society, and strengthen physical, aesthetic, and labor skills education.”(Central Committee of the Communist Party of China, 2025) These plans have endowed the cultivation of talents in agriculture-related universities with distinct missions of the era and strategic directions. General Secretary Xi Jinping has stressed the need to “leverage the ‘Grand Ideological and Political Course’” and encouraged students studying agriculture to “nurture a love for agriculture and develop skills to promote the development of the countryside”.Against this backdrop, the reform of ideological and political courses in agriculture-related universities must closely align with national strategic needs, highlight the characteristics of agriculture, and achieve a deep and organic integration of value guidance and professional education. Food education refers to “promoting people’s learning of food-related knowledge through various activities, cultivating their correct judgment about food, and enabling them to practice a healthy diet, thereby achieving the goal of health”(China Student Nutrition and Health Promotion Association, 2014). Because it runs through the complete chain from field to table, from individual to nation, and from technology to ethics, it has become a natural ideological and political carrier that connects the national macro-strategy with the professional identity and life values of agricultural students.

Current research pays attention to both the reform of ideological and political courses and food education. The former generally emphasizes the construction and specialization of the “Grand Ideological and Political Courses”(Shen, 2023), and research related to agriculture-related universities calls for the integration of elements of “agriculture, rural areas, and farmers”(Xie, 2025). The latter mostly focuses on the nutritional health and cultural dimensions in primary and secondary schools. However, existing research often discusses the two separately or fails to fully explore the deep ideological and political values embedded in food education, such as food security, ecological ethics, and farming culture. For the specific field of agriculture-related universities, there is a lack of in-depth discussion on how to systematically and deeply transform the holistic connotation of food education into effective ideological and political teaching resources, in order to solve practical difficulties such as the disconnection between ideological and political courses and professional education, and students’ weak sense of mission and engagement.

Therefore, this study focuses on agriculture-related universities and systematically explores the core value, practical challenges, and implementation paths of integrating food education into ideological and political courses. It aims to deepen the understanding of the laws of ideological and political education in universities with industry characteristics, provide specific solutions for constructing a teaching model for ideological and political courses that responds to national strategies, highlights the characteristics of “agriculture, rural areas and farmers”, and unifies knowledge and action, thereby effectively enhancing the effectiveness of education and cultivating more dedicated and responsible successors for “accelerating the construction of an agricultural powerhouse”.

2 The Unique Implications

Food education, as a comprehensive educational system connecting the entire chain from field to table, emphasizes the acquisition of knowledge regarding food safety and nutrition, strengthens the public’s attention to local agriculture, and also values the accumulation of practical experience related to food (Zhu, Li, & Liu, 2020). At a time when rural revitalization and agricultural modernization are accelerating, agriculture-related universities bear the mission of cultivating new-type talents who understand and love agriculture. Integrating food education into ideological and political courses can use food as a carrier to inject fresh contemporary connotations into these courses. Therefore, integrating food education into ideological and political courses in agriculture-related universities holds irreplaceable value and significance. Furthermore, in their own development process, agriculture-related universities should be contextualized by the new opportunities and challenges facing China’s characteristic agricultural and rural modernization, as well as the new demands of the innovation-driven development strategy and the strategy of reinvigorating China through education (Zhao, 2024). Integrating food education into ideological and political courses precisely merges national strategy, professional education, and value shaping into one.

Integrating food education into ideological and political courses in agriculture-related universities is the foundation for strengthening students’ sentiments and sense of mission and responsibility towards agriculture, rural areas, and farmers. As the backbone of future agricultural development, students’ cognition and emotional identification with issues related to agriculture, rural areas, and farmers directly affect the effectiveness of the mission to strengthen and revitalize agriculture. Incorporating systems thinking into the established framework of food education, while leveraging the advantages of current ideological and political education, is more conducive for educators to adopt and apply it in the development of ideological and political courses in agriculture-related universities (Bergquist & Tagtow, 2025). When students emotionally identify with the nobility of agriculture, the development potential of rural areas, and the value of farmers’ contributions, they will consciously integrate their personal professional choices with the cause of agriculture, rural areas, and farmers, forming a professional ideology and life pursuit of studying and loving agriculture, and strengthening and revitalizing agriculture.

Integrating food education into ideological and political courses in agriculture-related universities necessitates deepening the understanding of the food security strategy. Unsafe food hinders human prosperity, making it impossible to alleviate hunger, combat poverty, or maintain a healthy life (Sultana et al., 2025). Integrating food education into ideological and political courses in agriculture-related universities can transform the abstract food security strategy into perceptible and operable cognitive units through concrete and scenario-based teaching designs, enabling students to deeply understand the strategic significance of “the rice bowl must be firmly held in our own hands” and their own responsibility. Deepening the understanding of food security within food education, thereby internalizing it as the motivation for learning food education knowledge, is not only a new educational experience for ideological and political courses in agriculture-related universities but also a key path for cultivating new agricultural talents who are “mindful of matters of national importance”.

Integrating food education into ideological and political courses in agriculture-related universities can cultivate the concept of ecological civilization and sustainable development. Ecological civilization construction is a core requirement of agricultural modernization, regarding the ecological environment as the foundation for survival and development, and food education contains the wisdom of harmonious coexistence between humans and nature. In food education within ideological and political courses, students can be guided to understand ecological laws from the perspective of food production. For example, by analyzing the environmental costs of excessive use of chemical fertilizers and pesticides, students can understand the necessity of green agriculture; by participating in organic farm practices, they can master ecological planting techniques and establish the development concept that “lucid waters and lush mountains are invaluable assets”. This kind of education can prompt students to internalize ecological civilization as a value pursuit, thereby focus on frontier issues such as the control of agricultural non-point source pollution and agricultural carbon emission reduction in their professional studies; practicing green consumption in daily life, reducing food waste, and forming a conscious action of respecting and conforming to nature, laying an ideological foundation for constructing an agricultural development pattern characterized by harmonious coexistence between humans and nature.

Integrating food education into ideological and political courses in agriculture-related universities can better inherit and carry forward farming civilization and strengthen cultural confidence. Chinese farming civilization is an important component of China’s excellent traditional culture, and agricultural development is inseparable from food education, economic development, and cultural inheritance (Zhang, Wang, & Wang, 2025). Students can experience festive food customs and dining etiquette within food education in ideological and political courses, learn the philosophical concept of “harmony between nature and humanity” inherent in Chinese farming civilization, thereby deeply exploring the wisdom and value within China’s excellent traditional farming and food culture, enhancing students’ sense of identity and pride in their national culture, and thus promoting the creative transformation and innovative development of traditional culture.

Integrating food education into ideological and political courses in agriculture-related universities can help students foster healthy personalities and sound life values. For students, shaping a healthy personality and sound life values is an important cornerstone for personal growth and social harmony, and a healthy personality also provides a stable carrier for practicing values. Integrating the practical content of food education into ideological and political course teaching can guide students to temper a strong character, draw wisdom from multicultural education, guide students to establish a scientific view of nutrition, a rational view of consumption, and a thrifty view of life, promote physical and mental harmony, and thus form mature individuals possessing both independent spirit and empathetic ability.

3 Main Challenges

Against the national strategic backdrop of comprehensively promoting rural revitalization and implementing the All-encompassing Approach to Food, the integration of food education and ideological and political education will become an innovative path for agriculture-related universities to carry out the fundamental task of Fostering Virtue through Education. However, when it involves multidisciplinary integration, traditional teaching methods often prove insufficient to meet the requirements of actual teaching (Zhou et al., 2026). Therefore, the process of integrating food education into ideological and political courses in agriculture-related universities is not simply a superposition of knowledge, but rather a means to transform grand narratives such as food security, ecological civilization, and cultural heritage into perceptible educational practices through the concrete carrier of food, cultivating “new agricultural talents” with both professional competence and patriotic commitment. However, the integration of food education into ideological and political courses faces problems such as unclear goal orientation, outdated curriculum systems, monolithic teaching models, and rigid evaluation mechanisms (Xu, 2025), reflecting deep-seated institutional barriers in higher education reform.

Currently, the integration of food education and ideological and political courses faces challenges brought about by traditional models (Mulsant et al., 2025), such as the serious problem of curriculum fragmentation. In most agriculture-related universities, food education courses are offered as electives, and many teachers still regard food education as a subsidiary subject, leading to fragmented teaching content that often focuses on moral preaching about saving food, failing to delve deeply into its underlying political, economic, and cultural connotations.

Theoretical cognitive biases further exacerbate the difficulty of curriculum integration. Some teachers narrow down food education to the popularization of nutritional knowledge, neglecting its essential attributes as life education, labor education, and values education. Regarding the fundamental question of what kind of people to cultivate, there are clear divergences in academia: one view holds that overemphasizing the practical functions of food education will weaken the ideological attribute of ideological and political education. In contrast, another viewpoint points out that ideological and political courses detached from real-life contexts struggle to resonate with students. This theoretical controversy leads to a lack of a unified standard for curriculum design and uneven teaching quality.

Nowadays, young students’ understanding of traditional food culture is characterized by fragmentation, while the disconnect between teaching content and professional frontiers is equally prominent. Students majoring in agriculture-related fields commonly report that the food education cases in ideological and political courses are outdated and fail to reflect the transformations in the food system brought about by new technologies such as smart agriculture and vertical farming. For example, when explaining food security, most textbooks still use traditional crop farming as an example, rarely involving cutting-edge fields like gene editing or cultured meat. This lag makes it difficult for students to combine classroom knowledge with their future career development, reducing their learning initiative.

The lack of capability among teaching staff is constraining the effectiveness of integration. Teachers of ideological and political courses generally lack professional knowledge in agriculture, often merely reading from textbooks when explaining the All-encompassing Approach to Food; conversely, teachers of agriculture-related majors have an insufficient grasp of the laws of ideological and political education, making it difficult to transform professional knowledge into educational resources. Some universities have attempted to implement co-teaching, but due to the lack of a shared lesson preparation mechanism, the expected teaching outcomes have not been achieved. Furthermore, enterprises exhibit low enthusiasm for participating in food education practices, with only a few willing to cooperate with universities in carrying out food education activities.

The absence of a collaborative education network leads to difficulties in resource integration. Currently, food education practices are mostly confined to campus canteens, with insufficient linkage to farms, communities, and families. This fragmented practice model makes it difficult to generate a lasting educational effect. At the same time, existing teaching evaluations overemphasize the assessment of theoretical knowledge, thereby neglecting the shaping of practical abilities and values. This evaluation orientation leads students to resort to rote memorization for exams, failing to truly understand the deep value of food education. The lack of process-oriented evaluation makes it difficult to quantify educational effects. Goals emphasized by food education, such as values cultivation and enhancement of social responsibility, are hard to assess through traditional examination methods. This evaluation dilemma in turn affects teachers’ teaching enthusiasm, forming a vicious cycle.

4 Integration System

In the context of higher education reform in the new era, agriculture-related universities bear the important mission of cultivating new-type talents who understand and love agriculture. Deeply integrating the concept of food education into the teaching system of ideological and political theory courses is not only an innovative practice to implement the fundamental task of Fostering Virtue through Education, but also a practical necessity to serve the national food security strategy and the rural revitalization strategy. This integration is not a simple superposition of knowledge, but a three-dimensional integration based on value guidance, knowledge transmission, and practical cultivation, requiring the construction of a systematic implementation system with distinct agricultural characteristics that conforms to the laws of ideological and political education.

At the level of the value concept, integrating food education into ideological and political courses in agriculture-related universities should first establish the core position of food education in ideological and political education. As a comprehensive education connecting agricultural production, food consumption, and healthy living, food education contains rich elements of ideological and political education. At the level of value concept, it is necessary to deeply connect the connotations carried by food education, such as cultural heritage, life education, and ecological ethics, with the core socialist values, and integrate them into the curriculum integration process (Laitinen et al., 2025). By excavating the livelihood concept of “food is the first necessity of the people”, the frugality spirit of “every single grain comes from hard work” is explored. The health concept of “medicine and food share the same origin” from China’s excellent traditional food culture, a food education value system with Chinese characteristics can be constructed. This value fusion needs to break through the one-way indoctrination mode of traditional ideological and political education and establish a two-way interactive value identification mechanism.

In theoretical teaching, guide students to understand the profound connotation of “matters of national importance” from the perspective of the food production chain, and recognize that food security is an important foundation of national security; in value analysis, through the comparison of Chinese and Western food cultures, enhance students’ confidence and identification with Chinese food culture. Special attention should be paid to integrating the education of the All-encompassing Approach to Food into the ideological and political curriculum system, enabling students to understand the development logic from “eating enough” to “eating well” and then to “eating healthily”, and cultivate their sense of responsibility to serve the construction of the national food supply system.

The integration of value concepts also requires the establishment of a dynamic evaluation mechanism. Through regular student values questionnaire surveys, organization of food education-themed debates, and other methods, a timely grasp of students’ cognitive changes regarding the value of food education can form a closed-loop system featuring “value guidance, cognitive deepening and behavioral reinforcement”. At the same time, integrate the value concept of food education into the university charter and talent cultivation programs, making “knowing food, understanding food, and cherishing food” a common value pursuit for all teachers and students.

At the level of the knowledge system, a collaborative module integrating food education and ideological and political courses should be constructed. In terms of knowledge delivery, it is essential to break down disciplinary barriers and achieve organic integration of food education with the content of ideological and political education. In accordance with the requirements of the “Guidelines for the Construction of Ideological and Political Education in Higher Education Curriculum”, the knowledge system of ideological and political courses in agricultural universities should be restructured, systematically embedding elements of food education into the teaching content of all ideological and political courses. Specifically, in the “Basic Principles of Marxist Theory” course, the labor attributes of food production can be explained in connection with the labor theory of value; in the “An Introduction to Mao Zedong Thought and the Theoretical System of Socialism with Chinese Characteristics” course, the evolution of the Party’s food policies in different periods can be analyzed. In the “Ideology, Morality and the Rule of Law” course, the moral norms and legal awareness in food consumption can be explored.

This knowledge integration requires the establishment of a modular teaching system. According to the structure of “basic module + professional module + extension module”, food education content in ideological and political courses at different levels should be designed. The basic module is oriented towards all students, focusing on general education such as food safety, nutrition and health, and food culture; the professional module combines the characteristics of majors such as agronomy and food science, setting up interdisciplinary courses like “Agricultural Product Quality Safety and Ideological and Political Education” and “Food Industry Development and rural revitalization”; the extension module invites industry experts to interpret frontier issues in the field of food education through special lectures, academic salons, and other forms.

The construction of the knowledge system also requires innovative teaching methods. Adopting teaching models such as problem-oriented and project-driven approaches, organize students to carry out research-based learning around practical issues such as how to reduce food waste and how to discern food safety information. Utilize modern information technology means to develop a virtual simulation experiment platform for food education in ideological and political courses, simulating the entire industrial chain process of food from farmland to table, allowing students to understand the rich connotation of food education through immersive experiences. At the same time, establish an inter-university food education resource sharing platform to achieve open sharing of high-quality teaching resources.

At the level of practical cultivation, a linkage mechanism between food education and ideological and political education should be created. Practical cultivation is a key link in integrating food education into ideological and political education. It is necessary to build a practical system consisting of classroom teaching, social practice, and campus culture development, enabling students to deepen their understanding of the value of food education through practice. In terms of classroom teaching, offer special practical courses on food education and ideological and political education, organizing students to participate in practical activities such as food preparation and nutritional meal planning; in terms of social practice, establish stable food education practice bases and carry out thematic practical activities on food education; in terms of campus culture construction, hold events such as Food Education Culture Festival and Healthy Eating Week to create a strong food education atmosphere.

This practical linkage requires the establishment of a long-term mechanism. Formulate the “Implementation Plan for Food Education Practice and Education”, adjust the dietary education model (Wang et al., 2025), clarify the division of responsibilities among various departments, and incorporate food education practice into the student comprehensive quality evaluation system. Establish a dual-tutor system for practice guidance, assigning each group of students a professional teacher and an ideological tutor to ensure the ideological and professional nature of practical activities. At the same time, strengthen cooperation with enterprises and communities, expand the space for food education practice, and enable students to enhance their food education literacy in the process of serving society.

The effectiveness of practical cultivation needs to be guaranteed through scientific evaluation. Establish an evaluation index system containing three dimensions: knowledge mastery, ability enhancement, and value identification, adopting a strategy combining cognitive and theoretical models (Cao & Wu, 2025), while also combining process evaluation with summative evaluation to comprehensively examine the development of students’ food education literacy. Students can also be allowed to communicate their findings by writing experimental reports (Klingbeil, 2025). Introduce third-party evaluation institutions to regularly assess the effectiveness of food education practice, promptly identify problems, and improve work. Through continuous evaluation and feedback, continuously optimize the practical education plan and improve the integration quality of food education and ideological and political education.

At the level of the guarantee system, the support system for integrating food education into ideological and political education should be improved (Ju, Liu, & Li, 2026). Institutional guarantee is an important foundation for integrating food education into ideological and political education. It is necessary to establish and improve relevant rules and regulations to provide institutional support for integrated development. Formulate the “Implementation Plan for Integrating Food Education into Ideological and Political Theory Course Teaching”, clarifying teaching objectives, content, methods, and evaluation standards; issue the “”Management Measures for Food Education Practice and Education”, standardizing the organization and management of practical activities; establish the “Plan for the Construction of Food Education Teaching Staff”, strengthening teacher training and assessment. Through a complete institutional system, ensure that the integration of food education and ideological and political education has rules to follow and is promoted in an orderly manner.

Resource guarantee is a necessary condition for integrated development. Increase funding investment, establish a special fund for food education, used for curriculum development, textbook compilation, practice-based construction, etc. To minimize the uncertainty of development (Cecchini et al., 2025), strengthen the construction of the teaching staff, and build a composite teaching team that understands both ideological and political education and food education through methods such as introducing professional talents, conducting teacher training, and establishing incentive mechanisms. Build a food education teaching resource database, develop digital teaching resources such as a series of micro-courses and Massive Open Online Courses (MOOCs), providing strong support for teaching.

Technical guarantee is an important means to improve the quality of integration. Utilize big data technology to analyze students’ learning behaviors and needs, evaluate students’ food education learning outcomes (El Haija et al., 2025), and use programs to achieve precise teaching (Sivakumar et al., 2025); use artificial intelligence technology to develop intelligent tutoring systems to provide personalized learning support for students; build a virtual simulation laboratory for food education to conduct practical teaching that breaks through temporal and spatial constraints. Through the in-depth application of modern information technology, improve the efficiency and quality of the integration of food education and ideological and political education.

Constructing a deeply integrated system of food education and ideological and political education with agricultural characteristics is a systematic project that requires the coordinated promotion of value concepts, knowledge systems, practical cultivation, and guarantee systems. Through this deep integration, not only can the pertinence and effectiveness of ideological and political education be enhanced, but also new-type talents who understand and love agriculture with profound patriotic feelings, strong social responsibility, and solid professional abilities can be cultivated, providing strong talent support for comprehensively promoting rural revitalization and accelerating agricultural and rural modernization. In the future, with the continuous deepening of practice, this integration system will continue to improve and develop, providing a useful reference for the innovation of talent cultivation models in agriculture-related universities in the new era.

5 Conclusion

Deeply integrating food education into ideological and political courses in agriculture-related universities is by no means a simple addition of content, but a profound reform involving concept renewal, system reconstruction, model innovation, and mechanism guarantee. It precisely responds to the specific requirements of Fostering Virtue through Education in agriculture-related universities. It serves as a key breakthrough to solve the dilemma of the “disconnect” between ideological and political education and professional education, as well as to enhance the affinity and pertinence of ideological and political courses. Through systematic pathway construction, ideological and political courses can truly “be rooted in the soil,” “glisten with morning dew,” and “exude warmth,” guiding students in agriculture-related universities to “understand the world” through “understanding food,” and “recognize responsibility” through “knowing agriculture,” ultimately growing into reliable successors who are “mindful of matters of national importance,” rooted in China’s land, and dedicated to agricultural modernization. In the future, based on practice, further exploration is needed regarding the balance between standardization and characterization of integration, the construction of long-term mechanisms, and the scientific evaluation of effectiveness.

References

[1] Bergquist, E. E., & Tagtow, A. M. (2025). Strategies for systems thinking and sustainable food systems integration in dietetics education. Journal of the Academy of Nutrition and Dietetics, 126(1), 156195.

[2] Cao, H. X., & Wu, Y. C. (2025). Effects of transtheoretical model-based cognitive load dietary education on glycemic control and pregnancy outcomes in gestational diabetes mellitus: A retrospective propensity score-matched study. Medicine, 104(36), e44293.

[3] Cecchini, V., Sjöblom, L., Lagerros, Y. T., & Bonn, S. E. (2025). The effect of a mobile health dietary education intervention on ultra-processed food consumption in patients with type 2 diabetes: A randomized controlled trial. Current Developments in Nutrition, 9(6), 107454.

[4] Central Committee of the Communist Party of China. (2025). Recommendations of the CPC Central Committee for Formulating the 15th Five-Year Plan for National Economic and Social Development. http://www.china.org.cn/2025-10/30/content_118147747.shtml

[5] China Student Nutrition and Health Promotion Association. (2014). Advocating student food education for a healthy China dream [Report]. China Population Publishing House.

[6] El Haija, M. A., Barsanti, N., Cotter, E., Hernández, M. Z., Titzler, J., Jackson, C., & Caruso, T. J. (2025). Virtual reality as a dietary education adjunct for pediatric patients with obesity: A pragmatic, randomised pilot study. Journal of Human Nutrition and Dietetics, 38(2), e70054.

[7] Ju, M., Liu, Y., & Li, R. H. (2026). Research on pathways for ideological and political courses in higher education to facilitate youth in guiding the dissemination of Chinese culture. Journal of Education and Culture Studies, 10(1).

[8] Klingbeil, E. (2025). Improving research literacy in dietetic education: Increasing the knowledge and application of nutritional sciences research techniques through a course-based undergraduate inquiry. Journal of the Academy of Nutrition and Dietetics, 125(10S), A17.

[9] Laitinen, A. L., Tirkkonen, T. T., Karhunen, L., & Talvia, S. (2025). Key factors advancing food education in primary schools - Perspectives of headteachers and education directors. Public Health Nutrition, 28(1), 1–27.

[10] Mulsant, L. S., Wyatt, M., Simpson, J. R., Dietrich, L., & Brauer, P. (2025). Changes to Canadian dietetic education models 1993–2021. Canadian Journal of Dietetic Practice and Research, 86(3), 1–8.

[11] Shen, Z. H. (2023). Strengthening its core, broadening its scope, and enhancing its effectiveness: Reflections on the construction of the “Grand Ideological and Political Courses”. Research on Teaching Marxist Theory, 3(3), 113–115.

[12] Sivakumar, B., Ricupero, M., Mahajan, A., Jefferson, K., Wenger, J., Code, J., Theodorou, A., & Arcand, J. (2025). A mobile app intervention to support nutrition education for heart failure management: Co-design, development and user-testing. BMC Nutrition, 11(1), 139.

[13] Sultana, T., Paul, M., Murshed, H. M., Akter, S., Adan, I. A., Yeon, S. J., Rahman, S. M. E., Wang, J., & Oh, D. H. (2025). Assessment of food safety knowledge, attitude, and practices (KAP) among the university students: A cross-sectional study at Bangladesh Agricultural University. Food and Humanity, 5, 100671.

[14] Wang, Y. T., Liu, Y., Cheng, L., He, J. Y., Cheng, X. X., Lin, X. X., Miao, X. Y., Huang, Z. Z., & Xia, S. F. (2025). Effects of 12-week dietary inflammatory index-based dietary education on frailty status in frail patients with colorectal cancer: A randomized controlled trial. Nutrients, 17(13), 2203.

[15] Xie, Y. M. (2025). Ideological and political courses in the countryside: The focal point for high-quality development of ideological and political courses in agriculture-related higher vocational colleges. Journal of National Academy of Education Administration, 5, 88–95.

[16] Xu, D. M. (2025). Optimization pathways for talent-cultivation programs in humanities majors within higher education from the perspective of new liberal arts development. Lecture Notes in Education, Arts, Management and Social Science, 3(9), 67–72.

[17] Zhang, X. L., Wang, Q. L., & Wang, X. (2025). Unveiling the bright side of rice-farming culture in shaping innovation: Evidence from Chinese listed firms. North American Journal of Economics and Finance, 80, 102522.

[18] Zhao, J. Y. (2024). The mission recognition, value response and reform direction of agriculture-related higher vocational colleges. Research in Higher Education of Engineering, 2, 156–160.

[19] Zhou, A. D., Zhou, N., Du, S. H., Tan, X. H., Yue, X., Li, D. R., Qiao, D. F., Xie, T., & Wang, Q. (2026). Exploration of the multidisciplinary integration teaching model in forensic science: A case study of death by high fall after drinking alcohol. Science & Justice, 66(1), 101356.

[20] Zhu, Q., Li, F., & Liu, X. J. (2020). Reflections and prospects on food education initiatives in China: Eating well or eating right? Journal of Natural Resources, 35(9), 2134–2148.