Transforming Talent Development for Construction Bidding and Contract Management in Today's Educational Context: An Education-Centered Perspective

Abstract

Against the backdrop of higher-quality development and strengthened whole-process governance in construction, project bidding/procurement and contract management are becoming increasingly standardized, digitalized, and risk-oriented. In parallel, education systems are accelerating reforms centered on learners, Outcome-Based Education (OBE), Project-Based Learning (PBL), and industry-education integration. This dual transformation exposes limitations in conventional teaching, which often relies on clause explanation and static case discussion: misalignment with up-to-date regulations and e-procurement practices, insufficiently authentic practice scenarios, limited cross-role collaboration training, and assessment systems overly focused on final exams rather than process evidence and professional competencies. This paper adopts an education-centered lens with bidding and contract management as the professional context. It proposes an integrated "competency-scenario-assessment" framework and practical pathways including modular curriculum redesign, longitudinal project-based practice, integration of digital toolchains, co-teaching with dual mentors from academia and industry, industry-style reviews, and multi-source assessment emphasizing compliance and risk governance. Implementation challenges-resources, data compliance, faculty development, and quality assurance-are also discussed. The study provides actionable references for universities and vocational institutions to enhance graduates' readiness for e-bidding environments and complex contract risks.