As indicated, since I've run out of drafts to post, there will be an update later. Refresh this chapter around 1 or 2 in the morning, and the regular content will be available. The main reason is that Number One really doesn't want to take a leave; otherwise, it wouldn't be so troublesome.

As for what content follows, it's a Computer paper.

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The ideological and political education in Vocational Colleges in our country has always been a matter of concern since these institutions are important for cultivating future talents. With the rapid development of digital technology, new media technology has also emerged. Different from traditional media such as newspapers, radio, and television, its characteristic is to use network technology to provide information and services to teachers and students. The inherent mode of ideological education in Vocational Colleges has changed with the development of new media technology. At the same time, the characteristics of new media are a double-edged sword for the network ideological security of Vocational Colleges. Compared with traditional media, it has the advantages of convenience, diversity, speed, and openness, providing a platform for the clash of ideas and cultural exchange between teachers and students. However, the services provided by new media technology also pose an impact on the ideological security of Vocational Colleges. Its interactivity, virtuality, and openness lead to leaps in students' cognition and concepts while they acquire this fragmented information. The propagation teams in Vocational Colleges vary in their levels of understanding of new media technology and lack a profound comprehension of its implications and role. Some staff remain at a rudimentary stage, merely limited to browsing web pages and watching videos. They fail to engage interactively with students, such as discussing views on current affairs or providing timely online answers to students' questions. Most staff are multitasking and don't have sufficient time to deal with undesirable information on the network platforms. Moreover, the school's budgetary constraints for platform maintenance create many bottlenecks for ideological security [1]. Therefore, once a problem arises and is not promptly reported, resulting in delayed communication with superiors, the relevant departments cannot respond to online public opinion in a timely manner. Thus, on the one hand, staff members are required to possess high professional skills, and on the other hand, there must be strict content reviews before publishing material to ensure the information displayed does not deviate from political direction and policy guidelines, conveying correct values to students. Also, it is necessary to maintain and update new media platforms in a timely manner to keep the propaganda content fresh and lively, constantly conveying progressive and healthy network information. Additionally, there is a need to improve the implementation mechanism of new media and the guarantee of its institutional system. These measures will allow control over the initiative in network educational work. Given all these circumstances, new media platforms need not only to be efficiently utilized but also scientifically applied. Therefore, this topic urgently requires research.

II. The Influence of New Media on Ideological Education in Vocational Colleges

(1) Ensuring the socialist development direction of Vocational Colleges. Vocational Colleges are irreplaceable in cultivating college students, and new media platforms are the main channels through which Vocational Colleges carry out ideological and political work and campus cultural construction for students. These platforms are closely related to every college student because new technologies and carriers can expose students to some new ideological contents. However, the non-mainstream cultural consciousness brought by new media technology has a negative impact on college students' cognition and academic life. Vocational Colleges shoulder the primary task of instilling students' outlook on life, values, and worldview, relating to what kind of people to cultivate, how to cultivate them, and for whom. Specifically, they should guide the cultural construction of Vocational Colleges with socialist core values and lead teachers and students to adhere to the socialist educational direction.

(2) Strengthening the position of mainstream consciousness in Vocational Colleges. After the reform and opening up, colleges have become the main field of ideological infiltration by Western hostile forces. They have used religion to carry out political infiltration activities among students, including direct infiltration, such as propagating Western culture and denigrating Marxism through media like radio, television, and the internet. There is also indirect infiltration, such as using cultural and literary exchanges, classroom teaching to indirectly choose the bourgeois ideological stance [2], which has had a significant negative impact on the ideology of our country's colleges. Under the application of new media, Vocational Colleges in our country also face some problems with inadequate supervision; some workers haven't established a correct concept of educational service. The internet's virtual nature, coupled with some technical deficiencies, means some negative information cannot be identified, leaving students' rights unprotected. Thus, strengthening the construction of ideological security in Vocational Colleges is a long and arduous task.

III. Characteristics of Ideological Education in Vocational Colleges Under the New Media Perspective

Compared to traditional media, new media presents itself in a digital form to everyone, and it has the characteristics of a wide range of channels, easy promotion, and rich forms. In the new media environment, whether or not we can properly handle ideological work is related to the students' future and destiny. Before doing this work, first understand its characteristics.

(1) Strong political sensitivity. For Vocational College students, who pay more attention to national destiny and forms than other groups, certain phrases tend to be extreme and emotional when expressing personal opinions. Due to platforms like forums, Weibo, and Moments, inappropriate comments can quickly spread nationwide, causing adverse effects. Since Vocational College students come from all over the country, any event of public opinion may lead to significant social dissemination. Therefore, they need the ability to judge right from wrong, especially when dealing with the interests of multiple countries and heroic deeds.

(2) Interactivity. With the widespread availability of the internet, students' ways of acquiring knowledge have become increasingly diverse. In the digital age, textbook knowledge can be obtained through the internet. There are many quality online course resources that can be selected based on the students' actual needs. Educators can use apps like WeChat and QQ to guide students' learning outcomes, or use some "internet celebrity" phrases to bridge the gap with students, such as "the spirit of craftsmanship," "primordial intelligence," and "melon-eating masses." Timely application of new media allows for mobile teaching to be integrated into daily life, unconstrained by time and place. New media breaks the traditional mode of didactic education; it can meet the communication needs of teachers and students. Teachers play the leading role by first setting up problem scenarios, which can cultivate students' self-directed learning abilities. By interacting in real-time and reviewing comments on message boards, they can understand the students' true psychological needs. Students are freer to express their thoughts and engage in exchanges with others. Teachers provide appropriate guidance in response.

(III) Concealment. Compared to traditional ideological work, online ideology is highly seductive and covert. Various negative emotions are hidden within seemingly objective and rational content, misleading students in the discourse of cyberspace and ultimately allowing the infiltration of non-mainstream ideologies. Particularly, closed communication environments such as online chat groups often breach legal and moral boundaries, consequently influencing individuals' cognition and thought.

IV. Challenges Faced by Vocational Colleges in Ideological Safety Education in the Context of New Media

(I) Increased difficulty in discernment. News, social media platforms, and blogs contain vast amounts of information, but the truthfulness of this information requires discernment. With an abundance of unverified rumors, reliability is poor. Students struggle to distinguish useful information from the deluge of mixed content, especially when certain discourse is presented before them. Lacking extensive social experience, they need to maintain a high level of vigilance.

(II) Complexity of the internet information environment. There's a wealth of content online; however, the quality is inconsistent. Superfluous information circulating on the web can rob college students of their ability to judge and think rationally, leading to wrong choices. Violent and pornographic content in some online games entices students into degeneration, corrupting their value systems. Some students develop internet addictions that bring harm to their physical and mental health.

(III) Challenges to the safety education mechanism. With the wealth of online resources and students' lack of self-discipline, they are prone to the influence of damaging content. The existing safety education mechanisms have drawbacks, such as insufficient supervision and control over false information and cultural trash, leaving students vulnerable to disruptions and leading to harmful outcomes. Disoriented students veer off the correct path, indicating that safety mechanisms need improvement or the establishment of internet-specific policies and rules to help shape correct values.

(IV) Challenges for educators. Rapid development of online new media has penetrated the educational domain, and traditional educational concepts and methods can no longer meet the diverse intellectual needs of students. Teachers need to keep pace with the times, continuously refining their educational methods and enhancing their professional and new media technology skills to motivate students to learn actively.

V. Strategies for Constructing Ideological Safety in Vocational Colleges in the Context of New Media

(I) Establishment of proper ideological awareness. National security and social stability cannot be separated from ideological safety, and the diversified dissemination of internet information along with Western hegemony severely disrupts national unity and social safety. Vocational colleges lack sufficient emphasis on ideological safety education. Firstly, the entire faculty and student body should possess proper ideological awareness, and national political and life morals should be focal points in student education. Students represent fresh vitality and mirror the nation's return; their propensity for novelty can significantly impact their thoughts and ideologies. Under the application of new media, vocational colleges must take measures to adjust their teaching paradigms and approaches, guiding students on how to express emotions responsibly and confront ideological challenges. New media brings convenience to ideological safety education within vocational colleges but also presents further demands. Educators need to innovate ways of information dissemination to bolster students' patriotic sentiments. By establishing proper ideological awareness in their daily activities, teachers and students can maintain a healthy and progressive state on campus, contributing to the future construction of our motherland.

(II) Cultivation of a favorable information dissemination environment. Students are still in the process of forming their values, thus the information environment has significant influence on them. Artificial intelligence technology can identify key phrases and automatically block and delete negative and vulgar speech. Manual review ensures precision in safeguarding content safety. The internet can feature special permissions and entry points for youth, banning rule-breaking accounts to prevent secondary dissemination. Teachers should understand students' needs and psychological states in advance, using online platforms to guide them correctly, helping them develop healthy internet habits. By combining online and offline approaches, student internet literacy is improved as is their new media literacy, ultimately providing a healthy information environment.

(III) Enhancement and establishment of vocational colleges' ideological safety education mechanisms. First, vocational colleges must create a safe and scientific responsibility system. Use the Party's correct theories to guide teachers and students, strengthen safety measures, and strictly forbid the infiltration of Western thoughts. Implement the responsibility system for ideological work, enhance the awareness of ideological safety among teachers and students, firm up their beliefs, and resist erroneous views. Second, teachers require regular training to keep up with the times and educate students based on current events. Post-training, regular evaluations of teachers should take place, with promotions and excellence awards based on results. Third, vocational colleges should collaborate with editorial departments, publishers, and media for strengthened management, allowing new media to better serve ideological safety education.

(IV) Reinforcement of value guidance. New media is a primary tool for vocational colleges to communicate ideologies to students; therefore, this platform can help students establish correct values. Ensure students adhere to Marxism and socialism, avoiding subversion and infiltration by hostile Western forces. Ideological battles are waged online with greater secrecy and destructive potential. Virtual cyberspace, as a main battlefield, must be defended and secured. Vocational college teachers must seize opportunities to promote positive thinking and core values, preventing students from deviating. Lead students to reflect daily, set practical plans, and propagate patriotic thought. Teach quintessential examples of red revolutionary stories, allowing students to differentiate between honor and disgrace in their moral concepts. Pursue integrity, kindness, noble ideals, and personal refinement. Utilize individual strengths to exhibit personal value.

(V) Establishment of a discourse construction system. Traditional educational methods are unidirectional, whether through newspapers or expert lectures, and the disseminated information is filtered. Although it is positive, it doesn't necessarily engage students' interest or encourage enthusiasm, sometimes even causing aversion to learning. Some vocational college teachers prioritize research over education, a notion that should be corrected. Observing students' thought activities during their academic journey and actively discussing current global hot topics with them can help students identify harmful information and integrate content they find appealing.

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