The foundation for forming personality and civic responsibility in the new era

In the digital age and globalization, political and ideological education (CTTT) is not only the content of the training program but also becomes the foundation for building personality, courage and civic awareness for the young generation. When multi-dimensional information flows and social networks (MXH) strongly impact students' awareness, education on life ideals, ethics and social responsibility becomes more urgent than ever.

Students return to their roots at the Loc Ninh Diplomatic House historical site, Dong Nai province.

Students may be good at their subjects, but if they lack courage and ideals, they can easily be swept away by the negative side of social networks and distorted views on life.

When students face temptations and ideological challenges

Although identified as a fundamental element in the comprehensive education process, CTTT education still reveals certain limitations when placed in relation to the rapid changes of social life.
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A segment of students currently does not fully realize the significance of ICT for personal development. Approaching the subject is still in a "coping" state, more procedural than self-need in the journey of training character and forming a system of life values. This gap makes many young people easily waver in the face of conflicting discourses, from extreme views to sophisticated distortions on the internet. This is not only a challenge for the education sector but also an indication of a shift in values ​​among a segment of young people who lack a sustainable ideological support.

Many educational studies in recent years have shown that: Students who have a correct perception of life ideals tend to have better academic results, participate more in social activities and have a proactive spirit in international integration. This is clear evidence that CTTT education makes a difference in the process of personality formation.

The explosion of social media has opened up an unprecedented information environment in the history of education, where students can be exposed to a range of different perspectives in just a few seconds. However, this speed and disorientation can easily cause young people to fall into a state of cognitive dissonance.

An undeniable limitation is that the teaching of CTTT in some institutions is still heavily academic, focusing on explaining concepts without creating spaces for true academic debate. This makes the subject difficult to connect with the lives of students - who need knowledge that can explain the world , guide behavior and help them solve contemporary problems.

IT education cannot be understood simply as a set of lectures or a number of credits in a training program. It must be a continuous, ecological process, where theory, practice and life experience blend to form the character, qualities and thinking capacity of each student. In the context of a changing society, IT education needs to step out of the framework of the curriculum, to become a journey to nurture life values ​​and civic responsibility.

Theory is closely linked to practice - from knowledge to belief

One of the biggest limitations of CTTT education is when knowledge stops at the conceptual level. Only when theory is "grounded" and illuminated by practical experience, students are able to turn knowledge into beliefs, into their own value system. With educational models such as: Students with the homeland's sea and islands, Journey to the source, Law festival..., students can observe, dialogue, ask questions and observe history right at the places where history was made.

An engineering student from Binh Duong University shared: After visiting the Loc Ninh Historical Site: “Before, I thought politics was just dry lectures. But when standing in the middle of that land, I realized the value of peace and the role of the young generation in preserving those sacred things.”

In modern information technology education, methods are no longer a technical issue but a measure of the quality of the process of forming political and social thinking. Many universities have implemented the Open Classroom model, creating conditions for students to access current situations and civic ethics lessons through: analyzing practical situations; discussing and debating in groups; updating current issues in lectures; applying digital technology and artificial intelligence to simulate situations or support searching for reliable sources of information.

With CTTT, the role of lecturers is especially important, because they are not only the communicators but also the guides, the living examples of ideals, responsibilities and ethics. A lecturer of Ho Chi Minh Thought shared: "If we cannot inspire, the subject will be taken lightly. But when students understand the ideals for humanity, for the community, they will change their perspective." The teacher, with his attitude towards life and academic level, is the "emotional support" that helps students feel the depth of ideological values ​​- something that cannot be replaced by any technological means.

The following three groups of solutions can be seen as important pillars for comprehensive innovation in CTTT education activities in higher education institutions.

Firstly, innovating teaching content and methods - bringing ideas into the flow of the times. Innovating teaching programs and methods is a prerequisite for CTTT education not to fall behind the pace of change of modern society. Educational content needs to reflect major issues of the times such as: digital economy, international integration, non-traditional security, ethics - culture in the digital environment, or the ability to identify and respond to fake news, toxic news...

Second, building a healthy educational environment - nurturing political culture in schools. An educational environment with a healthy political culture is the most natural and sustainable "ideological formation space" for students. Instead of limiting CTTT education in the classroom, schools need to expand it into an ecosystem of diverse activities, in which students can participate, experience and practice regularly. Activities such as: youth forums, systematic youth union - association activities, volunteer movements, competitions to learn about law - history - national sovereignty... not only help students better understand their civic responsibilities but also create conditions for them to practice and affirm their life values...

Third, applying technology and educational media - bringing politics closer to young people in the digital space. In the digital age, technology and media are not only supporting tools but also a new space to implement CTTT education. Building a system of e-learning lectures, illustrative videos, digital simulations... helps learners access knowledge in a more flexible, diverse and effective way. In addition, official information pages for students need to be developed as a channel to orient awareness, provide accurate information and create a space for healthy dialogue. When technology is integrated proactively and strategically, CTTT education will go beyond the classroom, reaching students through forms that are close, modern and suitable for the information reception habits of the digital generation.

Tu Huu Cong

Source: https://baodongnai.com.vn/xa-hoi/202511/nen-tang-hinh-thanh-nhan-cach-va-trach-nhiem-cong-dan-thoi-dai-moi-9541df9/