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Rasmitadila et al. (2020) put forward the concept of traditional cultural elements, arguing that traditional cultural elements refer to the symbols, customs and artistic expressions with representative and unique charm in China's culture with a long history, which bear the wisdom, values, and aesthetic taste of the Chinese nation, including but not limited to holiday customs, folk art, historical heritage and traditional philosophy. Octaberlina & Muslimin (2020) studied the concept of ideological and political teaching practice in colleges and universities, and held that ideological and political teaching in colleges and universities refers to educating students on world outlook, outlook on life, and values by using Marxist theory and Socialism with Chinese characteristics theory system, and through ideological and political education, guiding students to establish a correct outlook on life and values, forming firm ideals and beliefs, and contributing to the prosperity and strength of the motherland (Octaberlina & Muslimin, 2020). Greenhow & Chapman (2020) examined the relationship between traditional cultural elements and the practice of ideological and political education in colleges and universities, arguing that traditional cultural elements provide rich educational materials for ideological and political education, and the moral concepts, humanistic spirit and feelings of home and country contained in traditional culture coincide with the core content of ideological and political education. At the same time, ideological and political education in colleges and universities helps to carry forward traditional culture, so that students can better understand traditional culture in the process of learning ideological and political theory (Greenhow & Chapman, 2020). Tamah et al. (2021) addressed the advantages of integrating traditional cultural elements into the ideological and political teaching practice in colleges and universities, arguing that the integration of Chuangong culture into ideological and political teaching in colleges and universities not only improves teaching effectiveness, stimulates students' interest in learning, and enhances students' cultural self-confidence, but also guides students to practice Socialist core values and form good moral quality by explaining the values of benevolence, honesty, and etiquette in traditional culture. At the same time, by analyzing the evolution and development of traditional culture in modern society, students can realize the value of traditional culture (Tamah et al., 2020). Asad et al. (2021) studied the application of internet distance education in traditional culture teaching. By analyzing the online course “Appreciation of China Traditional Culture” offered by a university, students were guided to appreciate and understand the charm of traditional culture by explaining art forms such as poetry, calligraphy, painting, and drama. Through the online platform, teachers taught traditional culture knowledge, demonstrated skills, and held lectures, so that students could learn traditional culture at any time and anywhere (Asad et al., 2021). Lee (2021) studied the application of internet distance education in ideological and political education. By analyzing the “online ideological and political course” teaching mode implemented in a university, students can watch teaching videos online, participate in discussions and submit homework, and teachers can make personalized teaching plans according to students' learning conditions(Lee, 2021). Using the network platform, teachers can publish course materials, organize discussions, and conduct online tutoring, as they engage in real-time interaction with students. In addition, internet distance education can also implement personalized teaching according to students' learning needs and progress. Applying network distance education to traditional culture and ideological and political education is conducive to improving the quality of teaching, promoting personalised learning, and helping students to appreciate traditional culture while establishing correct values (Lee, 2021). Poucher & King (2014) focused on bridging the cultural uniqueness of educational programs in Latin America and the United States. With the proliferation of distance-based nursing programs, innovative teaching methods for distance learning faculty are required to instill cultural competence in students (Poucher & King, 2014). Faculty must be deliberate when planning distance-based learning activities that incorporate cultural experiences. Arbour et al. (2015) describe several such strategies including the creative use of blogging, recorded lectures, the online synchronous classroom, social media, and cultural immersion projects. Findings indicate that an international online class can indeed help the students learn cross-cultural communication firsthand and obtain knowledge beneficial for future jobs in a global market (Titarenko & Little, 2017). In higher education, online distance education is useful for teaching large classes distributed among different campuses and universities or for teaching students abroad. Markova et al. (2017) presented the results of the survey conducted at the Ural State University of Economics and Ural Federal University (Yekaterinburg, Russia) on student-focused quality indicators: interaction and collaboration, instructional design and delivery, student assessment, and student support services. Over 800 degree students (n = 830) involved in distance learning programs responded to a 26-question on-line survey to identify the areas that the university administrators, staff, and technicians can improve upon to ensure high quality of online distance education delivery (Markova et. al., 2017). Warren & Churchill (2022) illustrate the use of business-oriented, systems thinking models for evaluation and distance education program improvement.