Education & Pedagogy Journal

With the accelerated evolution of a new round of global scientific and technological revolution, education digitalization has leaped from a mere technical auxiliary to a key force in improving the ecology of Ideological and Political Education (IPE). In the macro context of the continuous deepening of the National Education Digitalization Strategic Action from 2024 to 2025, IPE in universities is undergoing an unprecedented paradigm shift. Based on the intersection of digital development and university IPE, and grounded in the Ministry of Education’s relevant work deployments, this paper provides a comprehensive narrative on the theoretical logic, practical dilemmas, practical paths, and prospects of IPE transformation in the digital era. Digital transformation is not a simple iteration of educational tools, but a systemic reconstruction involving educational philosophies, subject-object relationships, resource morphologies, and management modes. In exploring dimensions such as “Precision IPE”, “Digital Inheritance of Red Culture”, “Cross-Cultural Narrative”, and “Integration of Education and Management”, data empowerment has yielded immense educational dividends. Still, it has also triggered deepseated ethical and practical crises such as “Digital Suspension,” “Technological Alienation,” and the “Absence of Value Rationality.” As an educator deeply engaged in this field, this paper aims to provide solid theoretical support and direction for transformation, building a new form of digital IPE that unifies technology and humanism through analysis and critique of the current environment.

This study examined the extent to which innovative languagelearning behaviours predict students’ performance in French among Senior Secondary School II learners in Iseyin Local Government Area, Oyo State, Nigeria. While previous studies have focused largely on linguistic difficulties, less attention has been paid to the psychological and sociocultural factors shaping French learning in low-exposure contexts. A descriptive survey design was adopted, and data were collected using two researcher-developed instruments: the Language Learning Behaviour Questionnaire and the French Language Achievement Test. Data were analysed using ANOVA and multiple regression at the 0.05 significance level, with Krashen’s Input Hypothesis and Long’s Interaction Hypothesis providing interpretive frameworks. Findings revealed that parental educational background and learners’ interest significantly predicted performance in French, with interest emerging as the strongest psychological predictor. Students’ age did not have a significant effect on performance. Although anxiety, ideology, and participation were theoretically relevant, they did not make significant unique contributions to achievement in this context. The study underscores the importance of interestdriven instructional practices. It highlights the need for pedagogical approaches that deliberately foster learner engagement and positive orientations toward French, particularly in resource-constrained educational environments.

This article examines the key historical stages in the development of philosophical and psychological discourse on intellectual feelings and the role of emotions in regulating human cognitive activity. The analysis begins with early philosophical debates about whether emotions hinder or, conversely, facilitate cognitive processes and epistemic behavior. Using transspective analysis, the study identifies the main direction in which philosophical and psychological interpretations of this problem have evolved. This transformation moves from the rigid dualism of “reason versus emotion,” characteristic of classical scientific rationality, toward various conceptual interpretations of L. Vygotsky’s dialectical principle of the unity of affect and intellect in nonclassical and post-non-classical psychology. This review-based study demonstrates how an initially marginal idea – that emotions are integrated into the mental mechanisms of human thinking – gradually gained legitimacy and experimental support as psychological knowledge developed. Before the emergence of cultural-historical psychology, emotions were treated as inconsistent and secondary factors in cognitive regulation, variously viewed as obstacles to cognition, side effects of thought, or somatopsychic markers of exploratory behavior. As non-classical psychology became established, emotions and intellectual feelings were no longer treated as secondary by-products of thinking but as regulatory mechanisms that orient problem solving, shape meaning, support flexible exploratory behavior, prevent cognitive stagnation, and coordinate the entire course of thought. Today, intellectual feelings are recognized as significant components of human thinking and intellectual behavior, particularly in situations of increasing cognitive uncertainty and growing world complexity. They have become a focus of interdisciplinary research at the intersection of psychology, neuroscience, cognitive science, and education.