Modern Social Science Research

In the context of the integrated development of the New Liberal Arts initiative and ideological-political education within curricula, innovation in pedagogical models for foreign language education has become increasingly imperative. This paper examines the English interpreting course at City Institute, Dalian University of Technology as an empirical case, exploring pathways and mechanisms for implementing ideological-political education within the framework of the New Liberal Arts. By interpreting relevant policy directives and theoretical underpinnings, a tripartite implementation framework is constructed—encompassing objective redefinition, content reconstruction, and methodological innovation. Tailored to the application-oriented education, specific measures are proposed: value-driven objective setting, teaching materials enriched with Chinese discourse, diversified pedagogical models grounded in practice, and multi-dimensional evaluation mechanisms. Empirical implementation demonstrates that the integrated “content-practice-assessment” model effectively enhances students' interpreting competence, cross-cultural communication literacy, and sense of national identity, offering a replicable paradigm for comparable institutions. The study concludes by identifying promising research directions, including the development of sustained impact evaluation mechanisms for ideological-political education.

New liberal arts; Curriculum ideology and politics; English interpreting course; Trinity model