Frontiers in Educational Research, 2025, 8(4); doi: 10.25236/FER.2025.080439.
Jiajing Li
College of Petroleum Engineering, Guangdong University of Petrochemical Technology, Maoming, Guangdong, China
The current teaching methods of the "Oil and Gas Gathering and Transportation" course are relatively simple, and there are issues such as limited practical scenarios, difficulties in implementing training for high-risk processes, and insufficient cultivation of innovative capabilities. With the rapid development of artificial intelligence (AI) technology, its application in the field of education has become increasingly widespread. This paper explores the introduction of an "AI + process simulation" teaching approach in the "Oil and Gas Gathering and Transportation" course to achieve innovative teaching reform and practice. By constructing a virtual simulation experimental environment and combining it with intelligent assisted teaching using AI technology, immersive training for core capabilities such as correction of process parameters, simulation of equipment failures, and emergency response drills can be realized. This aims to improve students' learning efficiency and interest, while cultivating their practical abilities and innovative thinking. This teaching method that integrates artificial intelligence not only redefines the way of acquiring skills in safety-critical fields but also establishes a scalable teaching model for competency-driven engineering education in high-risk industrial environments.
AI Technology; Process Simulation; Oil and Gas Gathering and Transportation; Teaching Innovation; Educational Reform
Jiajing Li. AI+Process Simulation-Based Teaching Innovation Reform and Practice in the “Oil and Gas Gathering and Transportation”Course. Frontiers in Educational Research (2025), Vol. 8, Issue 4: 264-270. https://doi.org/10.25236/FER.2025.080439.
[1] Liu Xin, Wang Zhong, Fan Qinggang, et al. Exploration of the Reform and Practice of Programming Foundation Courses in the Intelligent Era[J]. Computer Education, 2022, (6): 194-199.
[2] Song Tian. A New Model of University Curriculum Reform Driven by Online Open Courses[J]. China University Teaching, 2019, (11): 13-17.
[3] Fu Minglei, Zhang Wen'an. Exploration and Practice of Ideological and Political Education in the Course of Artificial Intelligence Principles and Applications[J]. Journal of Higher Education, 2023, 9(27): 193-196.
[4] Li Xiang. The Connotation, Components, and Cultivation Pathways of AI Education Literacy for Normal University Students[J]. Modern Educational Technology, 2021, (9): 5-12.
[5] Feng Ji. Teaching Practice and Exploration of the "Artificial Intelligence" Course[J]. Computer Knowledge and Technology, 2019, 15(17): 126-127+136.
[6] Jin Ling. Three Key Points to Understanding the Flipped Classroom[J]. China Information Technology Education, 2014, (7): 18.
[7] Xie Yongpeng. The Value and Pathways of Smart Classrooms Empowering Deep Classroom Interaction in Vocational Colleges[J]. China Vocational and Technical Education, 2022, (2): 5-12.
[8] Wu Qinglin and Wang Yan. Exploration and Practice of University Smart Laboratories Based on "Cloud Computing + Internet of Things"[J]. Laboratory Research and Exploration, 2024, 43(2): 226-230.