Teaching Research on the Relationship Between International Trade Enterprises' ESG Performance and Financial Performance from the Perspective of Curriculum Ideological and Political Education

Xiaojie Peng; Zijie Zhou; Haohong Li

doi:10.63313/EH.9106

Authors

Xiaojie Peng School of Management, Foshan University, Foshan 528000, Guangdong Province, China Author
Zijie Zhou School of Economics, Foshan University, Foshan 528000, Guangdong Province, China Author
Haohong Li School of Economics, Foshan University, Foshan 528000, Guangdong Province, China Author

DOI:

https://doi.org/10.63313/EH.9106

Keywords:

Curriculum-Based Ideological and Political Education, ESG Performance, Financial Performance, International Trade Enterprises, Teaching Research

Abstract

In the context of integrating ideological and political education into curriculum development, incorporating ESG principles into international business education helps students cultivate sustainable business values. This study examines international trade enterprises to elucidate the theoretical mechanisms linking ESG performance with financial outcomes, revealing how ESG practices jointly influence corporate profitability, risk management, and long-term value. From an educational perspective, the paper proposes strategies to embed ESG-financial performance relationships across teaching content, case studies, practical components, and value-oriented guidance, thereby establishing a teaching framework that harmonizes knowledge delivery with ethical leadership. Research demonstrates that ESG-based ideological and political education effectively fosters students' interdisciplinary competence—combining global vision with social responsibility—achieving deep integration between professional training and civic education.

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