1 Introduction

The urgent need for high-quality bilingual talents with national sentiment, technical capabilities, and international perspectives under the advancement of the "Belt and Road" Initiative is elaborated, highlighting the challenges and requirements faced by vocational colleges in talent cultivation. It points out that talents from "going global" enterprises must possess professional competence, foreign language proficiency, sense of mission, craftsmanship spirit, and cross-cultural communication skills to tell China's stories well, disseminate China's voice, and interpret China's path. Against this backdrop, the importance of ideological and political education in vocational college industry-specific English courses becomes prominent, serving as a key dimension in building first-class industry-specific English courses. The "Outline" issued by the Ministry of Education and the "English Curriculum Standards for Higher Vocational Education (2021 Edition)" both emphasize the educational responsibility and the goal of fostering virtue through education in higher vocational English teaching. However, current research and practice in ideological and political education within vocational college industry-specific English courses remain insufficient, failing to fully integrate the national strategy and the context of industry globalization. This study aims to explore the dimensions and pathways for integrating the national "Belt and Road" Initiative with vocational college industry-specific English, as well as methods for constructing a high-quality ideological and political teaching system for such courses and putting it into practice.

2 Dimensions and Pathways for Integrating the "Belt and Road" Initiative with Ideological and Political Education in Vocational College Industry-Specific English Courses

This chapter explores the dimensions and pathways for integrating ideological and political education in vocational college industry-specific English courses under the "Belt and Road" Initiative. Using "Occupational Health and Safety Technical English" as an example, it elaborates on specific integration pathways and methods across three key dimensions. First, integrating the "Belt and Road" into the ideological and political discourse system of the course by analyzing industry-specific English application scenarios, extracting ideological elements, and naturally incorporating national discourse into course discourse. For instance, constructing learning scenarios based on the Padma Bridge as a prototype, forming seven teaching modules, developing multimodal teaching resources, and designing English tasks infused with ideological content. Second, discussing workplace English task design against the backdrop of the "Belt and Road," emphasizing that tasks should reflect linguistic, practical, and ideological aspects. Taking "Multinational Project Occupational Health and Safety Compliance Analysis" as an example, students are guided to master professional vocabulary and enhance safety compliance awareness and professional competence through reading and translating regulatory texts. Finally, discussing the development of ideological and political resources related to the "Belt and Road," including multicultural representation, initiative promotion, and industry globalization cases. Examples include designing the OHS Meets Culture micro-course series, highlighting advanced deeds of safety engineers, and compiling "Belt and Road" project OHS management case studies, enabling students to deepen their understanding of the initiative's practices and values during industry-specific English learning.

3 Construction and Teaching Practice of the Ideological and Political Teaching System for Vocational College Industry-Specific English Courses under the "Belt and Road" Background

This chapter focuses on the construction and practice of the ideological and political teaching system for vocational college industry-specific English courses under the "Belt and Road" background. Using the "Occupational Health and Safety Technical English" course as an example, it details how to integrate ideological and political education into industry-specific English teaching. First, it emphasizes that the construction of the ideological and political teaching system must closely align with national strategies, institutional characteristics, and professional clusters, following a practical pathway from industry to classroom, thereby achieving synergy between industry-specific English and ideological education in professional courses. Second, it introduces the training objectives and ideological mainline of the professional cluster to which the course belongs, and how to restructure course teaching modules based on this. By combining multimodal teaching resources with knowledge graphs and task graphs, course resource utilization is enhanced, laying the foundation for content-based instruction. Next, using the "Overseas Enterprise OHS Culture" module as an example, it demonstrates classroom teaching practices based on the CBI concept. Teaching is designed using the 6T elements, organically integrating English language learning, subject content learning, and ideological education. Multimodal learning resources and AI technology are utilized to improve student learning outcomes and practical abilities.

4 Conclusion

It emphasizes that under the "Belt and Road" background, vocational college industry-specific English teachers should keep pace with the times, enrich the ideological and political course system, integrate the "Belt and Road" Initiative, and cultivate high-quality skilled talents with national sentiment, English proficiency, global perspectives, and cross-cultural communication skills. This provides exploration directions for the teaching systems and practical methods of various industry-specific English courses.