The core focus and effect of integrating generative artificial intelligence into the reform of ideological and political general education teaching: a case study of China based on constructivist learning theory

Teaching reform is a key driver of paradigm shifts in education. A key question when integrating artificial intelligence(AI) into ideological and political general education courses (IPGEC) is which reform orientation to pursue. Using a case study approach and drawing on the analytical framework of constructivist learning theory(CLT), this study collected data from 12 teachers and 201 students across six classes. Four representative teachers and six students were selected for in-depth interviews