In the great practice of long-term revolution, construction and reform, the red gene created and developed by the CPC is a noble belief and noble emotion that has been continuously precipitated and inherited in the blood and struggle of countless people throughout the country, and has been deeply rooted in the blood and soul of the people of the CPC. Against the backdrop of the continuous development of modern education, integrating the red gene into the daily ideological and political education work of college students requires a clear understanding of its practical significance, and establishing the basic principle of integration based on the red gene, further promoting reform and innovation in inheriting and promoting the red gene in universities, and comprehensively enhancing the ideological and political awareness of college students, Provide a strong talent force for China's socialist construction.

The issue of academic achievement among Chinese university students is emerging due to difficulties in finding employment. This study investigates the structural relationships between social support, goal orientation, and academic achievement with the aim of enhancing students’ academic performance and facilitating sustained employability. Data were collected from 202 college students in South China, revealing that students’ levels of social support, goal orientation, and academic achievement were all moderate. Lower-grade students, in comparison to higher-grade students, exhibited lower levels of social support, goal orientation, and academic achievement. Additionally, students from lower economic backgrounds tended to lack social support. Among the factors of social support, goal orientation, and academic achievement, there were positive correlations among these three variables. Social support significantly and positively influenced goal orientation and academic achievement. Specifically, the sub-factors of social support, school support, and teacher support had differential effects, with school support enhancing academic achievement and teacher support boosting goal orientation. Goal orientation also significantly and positively impacted students’ academic achievement, with the sub-factor of mastery goals having a stronger influence. Goal orientation partially mediated the relationship between social support and academic achievement. This study discusses limitations and provides insights for future research.

Targeted Poverty Alleviation refers to the targeted funding work completed in the process of higher education development. However, at present, in the process of implementing the requirements of Targeted Poverty Alleviation in China's universities, some students' families are difficult to complete identification, and there are also some problems in the information management of the funders, which has seriously affected the funding for students with financial difficulties in their families during the period of higher education in China. With the rapid development and progress of Big data technology, through the establishment of a sound information technology system, we must help students actively change the funding model in the future and greatly improve the funding, which is of great significance to the development of university funding supervision and management.

Technical Pedagogical Content Knowledge (TPACK) encompasses teachers’ understanding of the intricate interplay among technology, pedagogy, and subject matter expertise, serving as the essential knowledge base for integrating technology into subject-specific instruction. Over the decade, advancements in information technology have led to the consistent application of the TPACK framework within studies on instructional technology and technology-enhanced learning, significantly advancing the evolution of contemporary teacher education in technology integration. In this paper, we utilize the Teaching and Learning Knowledge of Subjects Based on Integrated Technology (TPACK) framework to administer a questionnaire survey to teacher trainees at Chinese colleges and universities. This survey aims to evaluate the current status of their integrated technology-based subject teaching and learning knowledge. Based on the research findings, we propose strategies aimed at enhancing the educational technology integration knowledge of students pursuing integrated technology courses in colleges and universities. Furthermore, we integrate the smart classroom setting to develop a comprehensive TPACK-integrated model teaching framework. Our final objective is to offer valuable references for the progress of modern teaching skills among education students in higher education institutions.