Integrating Ideological and Political Education into An Arabic for Tourism Course in China: A Student-Centered Case Study

Abstract

This study investigates how Ideological and Political Education (IPE) may be effectively integrated into an Arabic for Tourism course utilizing a student-centered, task-based approach. Seven third-year Arabic majors focused on the “Traveling to Jordan” class, which included both academic training and practical simulations. The data from classroom observations, student work, and interviews were evaluated thematically. The findings indicate that learners improved in tourism-specific language usage, cross-cultural communication, and civic consciousness. The combination of declarative, procedural, and tacit knowledge increased student autonomy and value internalization. Despite limitations such as a small sample size and breadth, the study presents a reproducible strategy for incorporating IPE into non-English LSP courses, which contributes to China’s larger foreign language education reform efforts.