The Logic, Risks and Boundaries of Digital Technology Empowering Curriculum-Based ideological and political education in Foreign-Related Legal Studies Courses

Abstract

Digital technology is continuously reshaping the landscape of legal education and provides a unique pathway for empowering Curriculum-Based ideological and political education within courses on foreign-related rule of law. Such education should aim to cultivate high-quality professionals in foreign-related rule of law who possess a firm political stance, strong professional competence, a thorough understanding of international rules, and expertise in foreign-related legal practice, thereby achieving the simultaneous cultivation of moral integrity and legal proficiency. The evolution of digital technology—from platform-based and intelligent systems to immersive experiences—provides support for the cultivation of such professionals through resource integration, scenario-based simulation, and cross-cultural interaction. However, technological empowerment does not imply value neutrality. Technological rationality carries risks, including the erosion of humanistic values, challenges to data sovereignty, and the dilution of the dual subjectivity of both teachers and students. This paper argues that digital empowerment in Curriculum-Based ideological and political education for foreign-related rule of law courses should establish clear boundaries, adhere to a people-centered approach and prioritize values, define appropriate, moderate, and context-sensitive technological limits, and establish a robust, standardized, and feasible institutional framework. By balancing the tension between values and technology, it can achieve a positive and sustainable empowerment of Curriculum-Based ideological and political education within these courses through digital technology.