This study aims to address the issue of bi-directional affective disorders among college students, fostering their holistic development in terms of moral, intellectual, physical, and aesthetic aspects. By integrating Marxist theory with contemporary national education contexts, the research seeks to incorporate these principles into Civic Education within universities and reform existing teaching methodologies.

Twenty students exhibiting bi-directional affective disorders were randomly selected from ten different Chinese colleges and institutions. With 100 students in each group, a total of 200 participants were evenly divided into an experimental group and a control group. The control group received standard collegiate Civic Education, while the experimental group was exposed to a Civic Teaching Mode enriched with Marxist insights. The 6-month trial was followed by data collection and analysis employing a customized emotional disorder scale and SPSS 23.0 software.

Following 6 months of instruction, students in the experimental group displayed a decrease in affective disorder scale scores from 9.56 ± 0.58 to 1.24 ± 0.37. Conversely, students in the control group exhibited scores dropping from 9.74 ± 0.62 to 7.89 ± 0.52.

In comparison to traditional Civic Education, the integration of Marxist principles and the contextual specifics of Chinese education effectively address the limitations of conventional instruction, so as to comprehensively improve the two-way emotional barriers of students.