Ideological and political education is primarily aimed at college students. The ideological and political courses in colleges and universities shoulder the momentous mission of cultivating qualified builders and successors of socialism, showing prominent significance. Lin (2021) stated that other countries except for China usually implicitly carry out ideological and political education through civic education, religious education, legal education, and moral education. Instant music videos have become extensively fashionable in society, and gradually became one of the sources of entertainment for contemporary college students. Song and Tian (2020) combined the short video recommendation model with the characteristics of new media to propose innovative ideas for ideological and political work in colleges and universities. Wang (2020) analyzed the artificial intelligence (AI) teaching expert system and summarized its functions and characteristics. They pointed out that the ideological and political teaching system for college students based on mobile AI terminals could be used as a teaching manager, teaching assistant, and even teaching assistant. Various countries perform ideological and political education with different concepts according to their national conditions. For instance, Frisbie et al. (2019) studied the “social studies” and “moral time” in Japan; Gupta et al. (2020) mentioned the “civic education” in the United States and France, the “life education” in Singapore, the “political education” in Britain and Canada, etc.; Yang (2021) indicated that ideological and political education in American universities serves to promote personality development, value, political education, moral education, healthy personality education, and religious education. Ford and Jennings (2020) added the Western European political profile and some social issues to the concept of higher education. Shchepetylnykova and Alvis (2020) investigated the contribution of international development activities to the overall internationalization of public higher education institutions in the United States. They concluded that international development activities promoted the mission of education, research, and service of public universities. Additionally, the ideological and political education in American universities paid attention to the combination of general patriotism and national spirit, and combined explicit courses with implicit courses, paying more attention to the educational function of implicit courses.

The Chinese scholar Wang et al. (2018) and Marchingiglio (2021) suggested that personality education theory should be integrated into the teaching of ideological and political courses in colleges and universities, and it was necessary to simultaneously take the personality of the students and the teaching effect into consideration. Rogoza et al. (2018) showed that factors such as human personality and self-esteem had different characteristics that influence each other, so, the idea of the coexistence of knowledge and interest and the teaching-learning transaction should be integrated into the teaching effect considering the personality of students. Moody (2020) established a data-mining model for the evaluation of teaching quality and listed its indicators. Additionally, they gave the mining process and specific classification in the analysis of association rules and determined the mining object, data selection, data-mining process, and specific mining steps in the cluster analysis. Moreover, they discussed the relationship between the basic information of teachers, teaching methods, and teaching evaluation results, generated clustering results, and finally expected the new vistas for the selection of evaluation methods, the formulation of relevant policies, and the improvement strategies of teachers' teaching.

In the Internet age, the analysis of the effectiveness of ideological and political teaching and class state through the network has become a hot topic. Nowadays, the booming DL technology has gradually been applied to study the behavior, state, and fatigue of students in classrooms (Stoeve et al., 2021). For example, Melkonian et al. (2017) and Song et al. (2021) found that the concentration degree of students in the classroom could be evaluated by profile face detection algorithms, changes in eye closure, and head-up and head-down behavior recognition. Hu and Zhang (2021) proposed an eye and nose detection method using a facial recognition model based on DL to evaluate the attention of the students in the classroom. Moreover, Wu Y. et al. (2019) proposed to identify the classroom behavior of students using Openpose bone detection. Feng (2021) expounded the importance and superiority of the “autonomy-cooperation-exploration”-type ideological and political education teaching mode in aerobics classes based on the summary of the practice of aerobics teaching. They put forward the major problems existing in the ideological and political education of aerobics teaching, and further optimized aerobics teaching through ideological and political education, to effectively improve the specific teaching effect. Samfira and Sava (2021) believed that the teachers who adopted a custodial view on the pupil control ideology endorsed more dysfunctional beliefs than the teachers who adopted a humanistic view. They found that they tended to present a higher level of perfectionism, unrelenting standards, and problematic relational beliefs, including schemas of mistrust and entitlement, and more often, they also presented other-directed demands and derogation of other thoughts. Such results described the view on the dysfunction of students with misconduct, who oppose their strict and/or perfectionist expectations. In summary, all countries attach great importance to the ideological and political education of college students. The effective education methods of the implementation of ideological and political education of college students have raised considerable concern from the present academia. In this study, fundamental research is performed on teaching technology and the current situation of ideological and political education.

In the field of ideological and political education, many scholars have conducted abundant research. In this innovation report, the relationship between the ideological and political courses of college students and educational psychology was analyzed, and a state efficiency analysis model of the ideological and political class was proposed based on the SSD algorithm. Moreover, a feedback survey was performed on the effect of the network ideological and political course.

The core content of ideological and political education is the theoretical practice of Marxism in China, namely, Mao Zedong Thought, Deng Xiaoping Theory, and the important thought of “Three Represents” (Li and Guan, 2020), as shown in Figure 1.

The elementary contents of the ideological and political course should rely on the systematic education of Marxism–Leninism, Mao Zedong Thought, Deng Xiaoping Theory, and the important thought of “Three Represents.” It is necessary to dexterously introduce the Deng Xiaoping Theory and the important thought of “Three Represents” into textbooks, classrooms, and college courses. The course should also help college students in learning and mastering the basic viewpoints and scientific system of the socialist theory with Chinese characteristics and guide college students to use the Marxist world outlook and methodology when understanding and analyzing problems. It is essential to guide students to develop Marxist educational thought, life values, morals, and the legal system. In addition, ideological and political educators should guide students to cultivate lofty ideals and good moral qualities and to exhibit the excellent tradition and spirit of the times of the Chinese nation according to value standards and behavior norms. Moreover, the education in modern Chinese history can help students in understanding national history, national conditions, and the reason for the choice of Marxism, the CPC, and the socialist road. It is necessary to carry out the education of the line, guidelines, and policy of the CPC to enable students to correctly understand the international situation and the necessity to accept the ideological and political courses based on the theory of educational psychology (Golovin and Vissonov, 2021). The psychological characteristics formed at school will also greatly affect the subsequent careers of students. Wu W. et al. (2019) showed that personal psychological characteristics had a strong impact on entrepreneurial intention under the intermediary effect of self-efficacy.

As the main approach of ideological and political education for college students, ideological, and political courses can not only promote the development of universities and the coordinated development of students from all aspects but also is of vitally strategic significance to the cultivation of socialist builders and successors. Table 1 illustrates the multi-dimensional teaching goals (Renshaw and Bolognino, 2016) from different perspectives.

The research object of educational psychology (Greenbaum et al., 2016) is “the psychological activity of teachers and students in the teaching process and the law of psychological activity under the background of school education, and the law of psychological activity during teacher-student interaction.” Therefore, educational psychology is a science that studies the learning situation of students, the teaching situation of teachers, and the psychological activities and corresponding laws in the process of interaction (Turner and Nolen, 2015). The influence of educational psychology on students extends to the adaptability of students to work stress in later periods. Chen (2019) proved that work stress and work engagement in high-tech industries were affected by the adaptability of the employees to enterprise culture and psychological pressure. Therefore, it is crucial for students to cultivate their psychological ability in their student period.

The relationship between ideological and political courses and educational psychology is primarily manifested in three aspects. First, they both have a common educational object, namely, students. Second, they both include content such as belief and will. The firm ideals, beliefs, and perseverance of students will not only improve their moral level but also help them to form positive and healthy psychological qualities. Third, they have a common goal of talent cultivation. Overall, the goal of ideological and political education is to “cultivate ideal, moral, cultural, and disciplined builders and successors dedicated to the cause of socialism with Chinese characteristics” (Metaferia et al., 2021). Educational psychology aims to investigate the mental health of students through their learning of skills and cultural knowledge, ideology and morals, and behaviors and habits to promote the integrated quality of students.

In a traditional classroom, teachers and schools need to keep abreast of the class state during the class through manual monitoring to judge the learning efficiency, acceptance, and attendance of students. With the development of AI and smart campuses, the application of intelligent technologies to conventional class sessions by transforming manual monitoring into intelligent recognition has become a research trend and hotspot (Reyes et al., 2019).

This section aims to analyze the recognition efficiency of students in class by relying on the DL model (Xing et al., 2021). Based on the literature review, the SSD algorithm (Pan et al., 2021) is used to identify five common behaviors of students in the classroom, namely, sitting, listening, writing, sleeping, raising hands, and playing with mobile phones. Figure 2 reveals the procedure of student behavior recognition.

First, it was necessary to collect as many images of the behavior of students in classrooms as possible of the five student behaviors, namely, raising hands, sitting, writing, sleeping, and playing with mobile phones. Second, a behavior recognition database was established. After preprocessing and labeling, the collected images were divided into three parts, namely, a training set, a test set, and a verification set (Wang et al., 2019). Finally, the model was trained and tested. The training set was put into the behavior recognition model for the initial training of the model, and then the validation set was utilized to verify this model. The parameters of the behavior recognition model were adjusted according to the validation results.

The test set was ultimately input into the model for the results, which were then analyzed to determine whether they were identical to the expectations. The comparison result decided the model for the next training. The behavior recognition model with a good recognition effect was saved for the subsequent recognition experiment on the behavior of students.

(1) The ideological and political courses were conducted using online teaching modes such as the flipped classroom and Massive Open Online Courses (MOOC) (Sharp et al., 2020). Meanwhile, DL was used to analyze the states of the students in class, which is in line with the concept of information-based teaching in the new era. Wu and Song (2019) stated that the adaption of media in entrepreneurship courses should fully consider the psychological acceptance of college students. The acceptance of students of network ideological and political education refers to the process whereby college students actively select and integrate the needed ideas, political views, and moral norms required by the education on the network based on their ideas and values so that t quality and practical behavior guidance can be formed.

(2) A questionnaire was designed for college students to investigate their acceptance of online ideological and political courses. The questionnaire was mainly divided into two parts. The first part is the basic information, including gender, grade, major, time online (Question 1 to Question 4). The second part is the investigation of the cognition and acceptance of online ideological and political education (Question 5 to Question 8) and acceptance elements (Question 9 to Question 21). The survey on the acceptance elements involve four aspects: (1) the evaluation of the accepted contents of online ideological and political courses of college students; (2) the evaluation of their acceptance ability; (3) the evaluation of online ideological and political teachers; (4) the evaluation of the acceptance carrier of the online ideological and political course of college students. Therefore, the questionnaire tackles the current situation and problems of the acceptance of college students of online ideological and political courses, followed by the reasons for these problems. Moreover, there is an open subjective question (Question 22) at the end of the questionnaire to make the research more comprehensive and rigorous. Table 2 describes the content of the questionnaire.

(3) The research subjects were randomly selected from the freshmen and sophomores at the Southwest University of Science and Technology. A total of 100 questionnaires were distributed, and 93 valid questionnaires were collected, with a recovery rate of 93%.

(4) The IBM SPSS 26.0 software (IBM, Armonk, New York, United States) was used to process the questionnaire data, and Origin 201864Bit (OriginLab, Northampton, Massachusetts, United States) was used to visualize the data.

Figure 3 provides the results of the reliability and validity of the questionnaire tested by IBM SPSS 26.0.

In Figure 3, the alpha coefficient of the questionnaire is more than 0.9, indicating that the reliability of the questionnaire is brilliant. The Kaiser–Meyer–Olkin (KMO) statistics are more than 0.7, demonstrating that the questionnaire has excellent validity and meets the research standard.

Figure 4 shows the data of the basic information of the 100 research subjects, including gender, grade, major, and time online.

In Figure 4, among the randomly selected research subjects, there were 60 men, 40 women, 55 freshmen, 45 sophomores, 48 liberal arts students, and 52 science students. There were 43 students who started to use the network within a year, 51 students had access to the Internet for 1–3 years, and only six students surfed on the Internet for more than 3 years. This demonstrates that the number of male subjects is slightly larger than that of female subjects, and the number of freshmen is slightly larger than that of sophomores.

Figure 5 displays the survey results of the cognition of comprehensive ideological and political courses of college students.

Figure 5 shows that 20% of the research subjects know a lot about the comprehensive ideological and political courses. The majority of students know a part of the course, amounting to 65% of the research subjects. There were 17% of the research subjects who have heard of the courses, while 3% have never heard of it. Between freshmen and sophomores, there is a small gap in the proportion of students who know a lot about the comprehensive ideological and political courses and those who partly know, which differed by 2 and 5%, respectively. This result proves that the current college students, especially freshmen, do not have a deep understanding of the ideological and political courses. Therefore, it is necessary to generate effective teaching strategies to make college students have a comprehensive understanding of the ideological and political courses.

The evaluation of students of their gains from the ideological and political courses is an elementary indicator of teaching efficiency. Figure 6 signifies the gains of the research subjects from the systematic learning of the ideological and political course.

According to Figure 6, most of the research objects have made great achievements after the comprehensive ideological and political courses. There were 30% of the students establishing a correct world outlook, outlook on life, and values, with 25% improving their ideological and theoretical level, 26% improving their moral cultivation, and 18% enhancing their knowledge reserves. There was only 1% of the students who have little gain from the ideological and political courses.

Figure 7 shows the influence of the interests and attitudes of students on the learning effect of the ideological and political courses.

According to Figure 7, 20% of the research objects are very interested in ideological and political courses, along with 50% who are relatively interested, 15% not very interested, 10% a little disgusted, and 5% very disgusted. Furthermore, 71% of the students think that learning attitude has a great influence on the learning effect of the ideological and political courses, and 15% think that the influence is general. Additionally, 10% think that the influence is small, and only 4% think that attitude has little influence on the learning effect of the ideological and political course. This proves that it is very important to cultivate the attitude of students to the study of ideological and political courses, which will affect the learning effect of such courses.

In addition to learning interest and learning attitudes, the influencing factors of the learning effect on students contain learning motivation as shown in Figure 8.

In Figure 8, 49% of the research subjects took ideological and political courses as compulsory courses. Furthermore, 28% of the students attend the ideological and political courses for credits, and 5% are forced by the discipline. Additionally, 6% of the students took ideological and political courses due to interest, 5% due to the personality charm of the teacher, and 3% due to the vivid lectures of the teacher. Of the students, 2% also have a requirement for further study, and another 2% to enhance the theoretical basis.

Figure 9 represents the statistical results of the class atmosphere of the ideological and political courses.

Figure 9 shows that 63% of the students think that the class atmosphere is active, while 25% think that it is boring, with 10% thinking dull, and 2% thinking depressed. This shows that although more than half of the students think that the atmosphere of the ideological and political courses is active, nearly 40% of the students still think that the course is boring and its atmosphere is dull. Therefore, the teaching methods of this course also need to be improved.

A comprehensive teaching strategy of ideological and political courses in colleges and universities is formulated through the integration of educational psychology with the behavior recognition model of the students in the class based on DL and online ideological and political courses, as shown in Figure 10.

From Figure 10, the teaching strategy proposed for the comprehensive ideological and political courses contains the integration of educational psychology, DL, and online ideological and political course teaching. The integration of educational psychology and college ideological and political courses should regard the students as the main body, enhance the beliefs and will of these students, and cultivate builders and successors with ideals, morality, culture, and discipline dedicated to the cause of socialism with Chinese characteristics. Deep learning is mainly used to identify the class status of students, combined with flipped classrooms and online teaching such as MOOC, to truly realize the informatization and intelligent transformation of the ideological and political education strategy in colleges and universities.