Biochemical Insights into Cognitive Psychology: Enhancing Civics and Politics Education in Higher Education

Abstract

This study investigates the integration of cognitive psychological principles and biochemical insights into the teaching of civics and politics at the university level, targeting the unique cognitive and behavioral patterns of biochemical students. Initially, the research examines the cognitive processes, abilities, and various influencing factors pertinent to these students, alongside their specific learning, consumption, and ideological behaviors. Utilizing metacognitive theories, a comprehensive teaching model is developed, structured around advanced teaching concepts, practices, and evaluation methods. The model is designed to not only educate but also ensure the mental health wellness of students, by applying biotechnological approaches to monitor and enhance cognitive and behavioral outcomes. The effectiveness of this integrated teaching model was empirically tested, showing significant improvements in cognitive psychological outcomes across multiple dimensions, with P-values less than 0.01 in cognitive tests and notable changes in consumption and thinking levels. The results underscore the potential of this biotechnologically-enhanced educational framework to optimize student cognitive and behavioral characteristics, demonstrating substantial advancements from initial to final stages of the program. This model not only fosters a deeper understanding of civics and politics but also promotes a holistic development of students, proving the viability of incorporating biotechnological methodologies in educational strategies.