Abstract—This study combines quantitative and qualitative analysis methods to explore the educational intervention effect of Ideological and political education in the context of Sino foreign cooperation in running schools, focusing on its impact on students' cultural identity, cultural confidence, and intercultural communicative competence. Taking the French language and culture course in the Sino French cooperative school running project of a university in Guangdong Province as a case, this study constructs the correlation model between the course's ideological and political education and students' cross-cultural literacy. The results show that there is a positive correlation between curriculum ideological and political education and cultural identity, and there is a strong positive correlation between cultural self-confidence and intercultural communicative competence. Multiple regression analysis further confirmed the positive impact of curriculum ideological and political education on cultural confidence and intercultural communicative competence. These findings provide a theoretical basis for the application of Ideological and political education in cross-cultural education, especially in the context of Sino foreign cooperation in running schools, which shows its potential in cultivating students' cultural confidence and cross-cultural communicative competence. 
 

Keywords—curriculum ideological and political education, Chinese foreign cooperation in running schools, cultural identity: intercultural communicative competence