Abstract: This study examines the inherent philosophical principles and historical materialism within the Inorganic and Analytical Chemistry course through the lens of higher education's ideological-political education framework. Aligning with the materiality of the world and its developmental laws, we identify five fundamental ideological education elements: (1) the material world and practice, (2) universal connections and development, (3) the law of unity of opposites, (4) affirmation-negation transformation in developmental processes, and (5) the dialectical unity of subjective initiative and objective laws. These elements are systematically integrated with core content areas of Inorganic and Analytical Chemistry, including the four major equilibria and titration reactions, solutions, chemical thermodynamics, reaction kinetics and equilibria, and molecular structure. The study establishes a comprehensive ideologicalinstructional system implemented through a quadripartite teaching model incorporating case-based, inductive, discussion-oriented, and outcome-focused approaches. Teaching effectiveness is evaluated using an outcome-based education (OBE) assessment methodology. The findings offer significant implications for chemistry education's ideological-political components, guiding students in developing proper worldviews, life perspectives, and values while effectively implementing the educational principle of virtue cultivation. The study provides valuable references for ideological-political education in STEM disciplines.

Key words: Ideological and political element, Inorganic and analytical chemistry, Intrinsic characteristics, Classroom teaching, Mapping paths