To meet the cultivation requirements for interdisciplinary horticultural professionals under the framework of the “New Agriculture” initiative, this study relied on the nationally recognized first-class undergraduate horticulture program at Beijing University of Agriculture to develop and promote a “Horticulturist Practical Training Video Course System.” The objective was to overcome the spatial and temporal limitations of traditional practical training, update teaching content, and strengthen innovation and entrepreneurship education. A three-level evaluation framework (graduation requirements–course support–content alignment) was adopted, integrating three main approaches: curriculum system analysis, core faculty-led video production, and modular course design. A practical pathway of “investigation and design → recording and optimization → feedback and application” was implemented. Pilot applications were carried out in the university’s experimental teaching demonstration center and municipal-level training bases, with outcomes assessed through questionnaires, classroom observation, and learning behavior data. The main results showed that: (1) a modular and shareable training video library was established, covering both traditional core skills and new “New Agriculture” modules such as smart greenhouse operation and rapid quality detection of horticultural products; (2) online sharing of teaching resources significantly increased students’ self-directed learning frequency and skill proficiency (supported by questionnaire data and improved assessment scores); (3) the “mentorship-based” video production model enhanced young teachers’ instructional capabilities and digital teaching literacy; and (4) by embedding innovation and entrepreneurship cases, students’ creative thinking and project implementation abilities were substantially strengthened. Based on these practical outcomes, three transferable strategies are proposed: expanding new-industry modules, establishing a dynamic course updating mechanism, and deepening intercollegiate and university–enterprise collaboration. In conclusion, this video course system serves as a demonstrative model for reforming practical teaching in urban horticulture, with significant value and potential for improving teaching quality, supporting regional industry development, and cultivating interdisciplinary talent.

Tian Ji. Establishment of a Video Course System for the “Horticulturist Practical Training” Program. Frontiers in Educational Research (2025), Vol. 8, Issue 11: 72-76. https://doi.org/10.25236/FER.2025.081110.

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