THE COLLABORATIVE EDUCATION MECHANISM OF FINANCIAL TECHNOLOGY COURSES FROM THE PERSPECTIVE OF CURRICULUM IDEOLOGY AND POLITICS

Against the backdrop of rapid digital economic development and the in-depth application of financial technology, financial technology courses have become essential compulsory courses for economics and finance majors in universities. While promoting financial innovation, financial technology also brings practical issues such as data security, algorithmic ethics, and financial risks, posing higher demands on talent cultivation in higher education. Systematically integrating the concept of curriculum ideology and politics into the teaching of financial technology courses is an important way to implement the fundamental task of fostering virtue through education. From the perspective of curriculum ideology and politics, this paper, based on the teaching practice of undergraduate financial technology courses (conducting a teaching experiment with 80 students from 2 classes during the 2024-2025 academic year) and employing literature research, case analysis, and teaching experiment methods, analyzes the practical dilemmas in the current process of ideological and political education within financial technology courses. It proposes a "Five-in-One" collaborative education mechanism centered on teaching objectives, content, subjects, methods, and evaluation. The paper also summarizes the practical teaching effects, aiming to provide useful references for the ideological and political construction of financial technology courses in universities.