With the continuous development of science and technology, network technology has been applied to various fields, and the education model of universities has also made innovations with the application of network technology. In ideological and political education in universities, influenced by traditional educational models and other factors, the quality of education is uneven, and the learning effectiveness of students needs to be improved. Therefore, integrating network technology and innovating teaching methods in ideological and political education in universities is very important. Conducting online ideological and political education in universities can enhance students' interest in learning, while also helping them develop good moral qualities and providing assistance for their future development. This article focuses on the research goal of ideological and political education models in universities, exploring the importance and methods of integrating online ideological and political education in universities, hoping to provide some help for relevant universities.

With the continuous development and rapid progress of Internet technology, the technology of “Internet +” has been widely used in almost all walks of life, including education. The new learning mode of “Internet + education” is changing learners’ learning habits, and this learning mode has become a hot issue that scholars pay attention to. Although there is much research on blended learning, the research on the influencing factors of blended learning in Chinese private colleges and universities is limited. In this paper, the questionnaire was designed based on the theory of planning behavior and the technical acceptance model theory, and distribute these questionnaires to undergraduates at Harbin Cambridge University, a private university in China, and 162 valid questionnaires were collected. Analysis was performed by multiple linear regression and structural equation model method. It is found that college students’ blended learning effect is positively correlated with perceived usefulness, interactive behavior, and learning acceptance, while perceived ease of use and learning atmosphere have no significant influence on the learning effect. This study further found that perceived usefulness and interactive behavior can influence the effect of blended learning through the mediating effect of learning acceptance. The results of this study provide a new idea for the study of blended learning; that is, students will know how to improve the effectiveness of blended learning, and also provide a valuable reference for teachers to solve the problem of how to improve the quality and effectiveness of blended classroom teaching.

The Sustainable Development Goals (SDGs) can be viewed as the aftermath of the Millennial Development Goals (MDGs). This is due to the fact that the seventeen (17) SDGs are designed to continue the work expected to have been done by the MDGs. In other words, the failure of the MDGs to eradicate poverty birthed the SDGs. However, the SDGs seem not to be achieving the desired result. This has led to the projection for the need for a decade of action. In the African context, the questions of why the MDGs failed and the SDGs tend to be failing are yet to be asked. By projection, if the questions are not asked and answers are not provided, the projection of the decade of action may also fail. Hence, the reason for this conceptual paper which was targeted at exploring the possibility of considering the Africanization of the SDGs as remedy to ensuring sustainable development in the African continent. Different relevant sources were identified, reviewed and analysed. The findings from the reviewed and analysed sources showed among others that for Africanization of the SDGs to be a reality and practicable, glocalization must be embraced. Meanwhile, there will be need to question the use of Eurocentric curricula in African institutions of learning.