Integrating Low-Carbon Health Concepts into Collaborative Education Models: Advancing Chinese Language Education in Universities through Biotechnology-Inspired Approaches

Abstract

This study explores the integration of low-carbon health concepts into Chinese language education in universities, emphasizing its potential for fostering sustainable and health-conscious educational practices. The necessity of incorporating green health principles into university curricula is analyzed, and a comprehensive framework for cultivating these concepts within Chinese language education is outlined. Using the triple helix biological theory as a foundation, the research develops a synergistic education model that combines low-carbon health concepts with Chinese language pedagogy. A specific index evaluation system is proposed to assess the effectiveness of this integration. The model is validated through an empirical study at University S, employing reliability analysis, validity analysis, and weight analysis of evaluation indexes. Results reveal that the teaching effect index holds the highest weight (0.4318), outperforming teaching belief and teaching ability by 24.43% and 45.95%, respectively. These findings highlight the significant role of synergistic education in enhancing teaching outcomes. By integrating biotechnology-inspired frameworks and low-carbon health concepts into language education, this study offers a novel approach to advancing sustainable educational practices and fostering interdisciplinary collaboration in university settings.