This study analyzed ideological and political education in road, bridge and river-crossing engineering courses from the student perspective: assessing recognition, influencing factors, impact degree, and satisfaction, to provide a theoretical basis for improving the effectiveness of ideological and political education in the curriculum. It employed a self-designed survey questionnaire and collected 215 valid responses. The survey data were analyzed using descriptive statistics, independent samples t-test, correlation coefficient, and linear regression models. The results of descriptive statistical analysis indicate that 43.27% of the surveyed participants have a clear understanding of the specific meaning of ideological and political education in the curriculum. The average score for the degree of influence is 3.111, and the satisfaction rating averages 3.805. The results of independent samples t-test indicate that gender, whether having served as a student cadre, and course classification have no statistically significant impact on the degree of ideological and political influence and teaching effectiveness evaluation. The results of correlation analysis and linear regression indicate that the content and application of ideological and political elements, as well as the organization and design of teacher instruction, are the main factors contributing to a positive and beneficial impact of ideological and political education on students in the curriculum (P < 0.05). The surveyed participants identifies the selection and application of ideological and political content as the primary factors influencing teaching effectiveness. Current affairs, national culture, and content related to their profession are the main ideological elements that students expect. And quotations and short videos are the preferred presentation forms for ideological elements, according to student expectations.