National defense education serves as a strategic foundational project that safeguards national security, promotes social stability, and drives the country’s longterm development. It holds significant global and longterm importance. In his report at the 20th National Congress of the Communist Party of China, General Secretary Xi Jinping explicitly called for the "deepening of national defense education for all citizens," providing crucial guidance for theoretical innovation and practical advancement in national defense education in the new era. Universities, as key platforms for ideological guidance and talent cultivation, play a pivotal role in achieving the strategic goals of national defense education. They are tasked with nurturing wellrounded socialist builders and successors while enhancing national defense awareness, patriotism, and national cohesion. However, as the global security environment becomes increasingly complex and technological advancements accelerate, the content, methods, and effectiveness of national defense education in universities are facing numerous challenges. It is imperative to deepen reforms and innovation to construct a national defense education system in universities that meets the demands of the new era.
This study, based on the theories and methodologies of ideological and political education, adopts a multimethod approach that includes literature review, questionnaire surveys, and field interviews. It systematically examines the historical development and theoretical foundations of national defense education, exploring the necessity and challenges of strengthening and improving national defense education in universities in the new era. Through surveys and field investigations of university students, the study identifies several prominent issues in the current practice of university national defense education: first, insufficient enthusiasm and participation from educational stakeholders, as robust policy incentives and longterm mechanisms are lacking; second, a disconnection between curriculum content and actual needs, with outdated educational materials that fail to align with the cognitive characteristics and career aspirations of contemporary youth; third, uneven allocation of educational resources, marked by significant regional disparities and underdeveloped internal and external collaboration mechanisms, which hinder the overall improvement of education effectiveness; and fourth, relatively monotonous teaching formats and methods, lacking interactivity and experiential learning, which fail to effectively engage students or stimulate their interest and participation.
谷歌
火狐
