The present study aims to investigate the practical pathway for educators to integrate red culture into foreign language education in Chinese institutions of higher learning, using “Understanding Contemporary China: A Reading & Writing Course” as a case study. Drawing upon such pedagogical theories as Content and Language Integrated Learning (CLIL), Competency-Based Education (CBE), and Contextual Teaching and Learning (CTL), the study addresses the potential value, current challenges, and coping strategies in the process of integrating red culture into college foreign language education, with a systematic pathway framework proposed from five dimensions to that end. It is concluded that the integration of red culture into college foreign language education not only conduces to boosting college students’ language proficiency, cultural confidence, and cross-cultural communication ability but also serves the long-term mission to tell China’s stories well and strengthen morality education in universities.

Wenhu Xu, Zhiyong Sun. Integrating Red Culture into Foreign Language Education in Chinese Institutions of Higher Learning—A Path Analysis Using “Understanding Contemporary China: A Reading & Writing Course” as a Case Study. Academic Journal of Humanities & Social Sciences (2025), Vol. 8, Issue 9: 30-35. https://doi.org/10.25236/AJHSS.2025.080905.

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