International Journal of Education

Drawing on the evaluation standards of the National Teaching Innovation Competition and the principles of Outcome-Based Education (OBE), this study explores value-oriented education reform in the course Integrated English IV for translation majors. Centered on the strategic demand of “telling China’s stories well,” the reform addresses four major challenges in ideological and political education within translation programs: abstract teaching content, rigid teaching approaches, outdated practice models, and single-dimensional assessment. To tackle the issues, the study innovatively constructs a “1234” digitally empowered framework for value-oriented education reform. This framework aims to cultivate “innovative translation professionals” with strong patriotic commitment and global vision as its fundamental objective. Guided by the principles of student-centered learning, outcome orientation, and digital empowerment, it focuses on three core dimensions: translation knowledge, international communication competence, and translators’ emotional and value development. Through four pathways—restructuring teaching content, developing resources and models, expanding practice channels, and innovating assessment mechanisms—the reform enhances the effectiveness of ideological and political integration. Practice demonstrates that this model achieves systematic optimization in knowledge transmission, value integration, outcome transformation, and evaluation mechanisms, significantly improving the course’s educational effectiveness.

National teaching innovation competition; Curriculum-integrated moral education; Outcome-Based Education (OBE); Digital-enabled education; Integrated English course