In response to the issues in the "Structural Comprehensive Experiment" graduate course for civil engineering students, including the disconnect between course content and engineering practice, monotonous instructional methods, and outdated assessment mechanisms, industrial cases and intelligent detection technology are introduced to reconstruct the experimental teaching content. Task-driven learning and multi-role group collaboration were implemented to innovate the teaching approach. School–enterprise collaborative practices were incorporated to strengthen students’ training in authentic engineering contexts. In addition, a diversified assessment system integrating process-oriented and outcome-oriented evaluation was established. Teaching practice demonstrated that the reform effectively enhanced students’ abilities to operate intelligent inspection equipment, diagnose faults, and make sound engineering judgments, thereby facilitating their transformation from passive task executors into prospective engineers equipped with design thinking and problem-solving capabilities.

Yiqie Dong, Meng Zang, Na Wei, Haijun Lu. Reform of Structural Comprehensive Experimental Graduate Courses Aimed at Cultivating Innovative and Applied Talents. Frontiers in Educational Research (2026), Vol. 9, Issue 6: 13-18. https://doi.org/10.25236/FER.2026.090602.

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