Historiographical Review Of Chinese Research On Political Literacy Of University Students

This review synthesizes Chinese research on the political literacy of university students from 1990 to 2025 using a historiographical design anchored in major Chinese databases and policy documents. The field exhibits four phases: 1990 to 2005 established a normative foundation within ideological and political education; 2006 to 2015 translated aims into competency frameworks and indicators; 2016 to 2019 embedded political literacy in professional curricula and practice; 2020 to 2025 integrated digital participation, media use, and learning analytics with attention to privacy and data governance. Across phases the literature moves from conceptual aims to measurable constructs, curricular integration, and engagement in online publics. The review identifies priorities for validated and transparent instruments, cohort tracking across undergraduate years, and embedded evaluations that link learning designs to changes in student knowledge, competencies, and behavior while safeguarding consent and privacy.