The co-development process between the two is enhanced by this study, which integrates the advancement of creativity and entrepreneurship skills with political and ideological instruction. The multi-objective planning model’s many benefits are utilized to accomplish this. Weak, medium, and strong levels are established based on internal, external, and environmental aspects in order to assess the extent to which political and ideological education has an impact on the development of creativity and entrepreneurial potential. Examine the relationship between national creation and entrepreneurship policies, creation and entrepreneurship courses, creation and entrepreneurship activities, creation and entrepreneurship competitions, and college students’ capacity for creation and entrepreneurship to determine the factors that influence this capacity. The examination of the institution of higher education determines the degree of creativity and entrepreneurship education by collecting data on demand, carrying out access channels, and the degree of cognition of creativity and entrepreneurship education. An optimization path for the education of creative and political students combined with multi-objective planning is suggested after the cultivation of the creation and entrepreneurial capacity of the students’ education is examined. The subjective cognition of creative and political students’ own creation and entrepreneurship capacity is not adequately taught; only 12.35% of them believe that their capacity for innovation is very good or very good, and 42.37% believe that it is not so good and needs to be strengthened.