To address the current challenges in food engineering course teaching, such as the fragmentation of course content, the disconnection between theory and practice, and students' insufficient ability to solve complex engineering problems, this study proposes a systematic approach to the construction and optimization of the food engineering course group system guided by the outcome-based education (OBE) philosophy. A "four-stage progression" course group architecture was proposed, characterized by "theory as the foundation, practice as the deepening, design as the integration, and the factory as the scenario." A three-tier progressive practical teaching system was established, comprising "foundational, comprehensive design, and applied innovation" levels. Additionally, a closed-loop "evaluation-feedback-improvement" mechanism for continuous improvement in teaching quality was implemented, centered on the philosophy of outcome-based education. The construction and optimization of this food engineering course group system have been shown to enhance the logical connections and content synergy among courses, thereby providing effective support for the systematic cultivation of students' engineering practice abilities in the Food Science and Engineering major, particularly their capacity to solve complex engineering problems. The present study offers a replicable model for reforming course systems in a similar major. 

Yong Liu, Jianfen Zhao, Xiying Li, Wencheng He, Yiqi Liu. Construction and Optimization of Food Engineering Course Group System Based on Engineering Education Accreditation. Frontiers in Educational Research (2026), Vol. 9, Issue 6: 35-42. https://doi.org/10.25236/FER.2026.090605.

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