Modern information technology has emerged as a pivotal avenue for educational reform. Leveraging information technology to transform teaching methodologies, enhance the quality of education, and promote all-encompassing development represents a cornerstone of contemporary educational reform in China. As educational informatization rapidly progresses, higher education faces both new challenges and opportunities. Ideological and political education in higher education institutions, as a vital means of nurturing students' comprehensive qualities and ethical values, must adapt to the demands of the information age by continually innovating teaching models and assessment mechanisms. This research aims to delve deeply into the teaching models, assessment mechanisms, and enhancement pathways for ideological and political education (IPE) in higher education within the context of educational informatization. It seeks to offer valuable insights and recommendations for higher education reform and development. Finally, this study offers pathways for enhancing IPE in higher education and provides recommendations. In the backdrop of educational informatization, higher education institutions should strengthen the information technology training and professional development of educators, enhancing the fusion of their teaching capabilities and educational thinking. Simultaneously, institutions should establish a robust quality assurance system for IPE, monitor and assess the teaching process, and employ informatization tools to provide timely feedback and adjust teaching strategies. Furthermore, institutions should emphasize the cultivation of students' information literacy and innovative capabilities, nurturing their ability for independent learning and self-directed development.

Junwei Shi, Ying Song, Lifeng Li, Tong Chen, Biao Huang. Research on the Teaching Quality Evaluation System and Improvement Path of Ideological and Political for Online and Offline Blended Learning in Universities. International Journal of New Developments in Education (2023) Vol. 5, Issue 24: 64-73. https://doi.org/10.25236/IJNDE.2023.052410.

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