Research on the Literacy of Chinese College Teachers from the Perspective of Ecological Civilization

International Journal of Humanities and Social Science

© 2026 by SSRG - IJHSS Journal

Volume 13 Issue 1

Year of Publication : 2026

Authors : Jun Zhang

10.14445/23942703/IJHSS-V13I1P105

How to Cite?

Jun Zhang, "Research on the Literacy of Chinese College Teachers from the Perspective of Ecological Civilization," SSRG International Journal of Humanities and Social Science, vol. 13,  no. 1, pp. 51-54, 2026. Crossref, https://doi.org/10.14445/23942703/IJHSS-V13I1P105

Abstract:

The transformation of the main contradiction in Chinese society and the construction of beautiful China required Chinese higher education to cultivate high-quality talents. Therefore, as the main body of higher education implementation, teachers not only needed to have profound professional knowledge, but also strong abilities to accept and apply new knowledge. The education of ecological civilization ideology in the new era was one of the hot topics in current Chinese higher education research, and it was also the main direction of curriculum ideological and political construction. How to organically integrate theories related to ecological civilization into daily professional course teaching and cultivate students’ awareness of ecological civilization has become a focus of attention for college teachers. On the basis of analyzing the existing problems in the current development of ecological civilization education in Chinese colleges, this article discusses how to improve the literacy of Chinese college teachers.

Keywords:

Ecological civilization, Quality education, Ecological education, Teaching reform, Chinese higher education.

References:

[1] J. Winter, J. Zhai, and D.R.E. Cotton, “Teaching Environmental Sustainability in China: Opportunities and Challenges for Business and Economics Faculty in Higher Education,” Environmental Education Research, vol. 28, no. 2, pp. 318-332, 2022.
[CrossRef] [Google Scholar] [Publisher Link]
[2] Yao Liu, and Wenwen Feng, “A Metric Analysis of the Knowledge Map of Ecological Civilization Education in China,” Asia Pacific Education Review, 2025.
[CrossRef] [Google Scholar] [Publisher Link]
[3] Ziyin Xiong, “Using Global Competence as a Pedagogical Approach to Teach Sustainable Development Goals in Higher Education,” International Journal of Sustainability in Higher Education, 2025.
[CrossRef] [Google Scholar] [Publisher Link]
[4] Luis Espejo-Antúnez et al., “Is University Teaching Aligned with the Sustainable Development Goals Possible? An Approach through the Virtual Training of University Professors,” International Journal of Sustainability in Higher Education, vol. 26, no. 9, pp. 372–388, 2025.
[CrossRef] [Google Scholar] [Publisher Link]
[5] Henry Kwok, and Parlo Singh, “Teaching Beyond Normalisation: Rethinking Standards-Based Reforms through Canguilhem,” Studies in Philosophy and Education, vol. 45, pp. 23-38, 2026.
[CrossRef] [Google Scholar] [Publisher Link]
[6] Christian S. Ugwuanyi, Nurullah Eryilmaz, and Marcus Pietsch, “Four Decades of Change: The Evolution of Teaching Styles in Nigerian Science Education (1983–2023),” International Journal of Educational Development, vol. 121, pp. 1-13, 2026.
[CrossRef] [Google Scholar] [Publisher Link]