In the context of engineering education professional accreditation, experimental teaching has evolved into a key component that supports the fulfillment of graduation requirements and develops students' capability to solve complex engineering problems. Based on the Outcomes-Based Education (OBE) philosophy, this study explores innovative reform pathways for experimental teaching, taking the Civil Engineering Surveying course as a case study. To address the needs of Emerging Engineering Education and the intelligent transformation of the surveying industry, a student-centered, technology-driven, and “three-integration” reform principle has been established. The systematic reform of experimental teaching is promoted through five dimensions: reconstructing instructional objectives, integrating teaching content, innovating pedagogical methods, implementing a diversified evaluation system, and deepening university-industry collaboration. The teaching reform effectively enhances students' practical engineering skills, thus providing a valuable reference for the improvement of experimental teaching in similar engineering disciplines.

Xueye Cao. Exploring the Reform of Experimental Teaching in the Context of Engineering Education Professional Accreditation. Frontiers in Educational Research (2026), Vol. 9, Issue 2: 64-73. https://doi.org/10.25236/FER.2026.090209.

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