When colleges and universities develop courses on innovation and entrepreneurship, they frequently concentrate on teaching theories related to these topics, which results in students having limited practical skills. Based on the complete assessment approach, this research develops a coordinated development model for innovation and entrepreneurship education in the context of civics and politics. It examines the components of education related to innovation and entrepreneurship, as well as the supporting role that the civics curriculum plays in these areas. Three factors, namely the objective, content, and development prospect, are considered when analyzing the applicability of the Civics and Politics course to teaching innovation and entrepreneurship. Establish the coordinated degree value of digital curriculum development and the creation of college entrepreneurial and innovative education curriculums. Determine the degree of link between civic and political matters by using them as a reference point. The current state of education in entrepreneurship and innovation in colleges and universities is analyzed using the coordinated development model, and corresponding solutions are put forth for the issues with curriculum development and entrepreneurial ability. The findings demonstrate that the range of [0.6,0.85] is often where the teaching impact of integrating curriculum and practice falls. After combining politics and ideology with innovation and entrepreneurship education, the percentage of students who said that their entrepreneurial aims were to gain money fell from 0.8751 to 0.2103. In order to allow students’ values and opinions to be reflected in the new curriculum for innovation and entrepreneurship education, this study combines the benefits and resources of politics and ideology with the study of innovation and entrepreneurship.