Exploration and Practice of a Future-Oriented Cross-Border Talent Training Model for New Engineering Textiles in the Context of Digital Intelligence

Changhuan Zhang; Yang Wang; Wenqing Wang; Yuan Tian; Zhongkai Yang; Liran Zhang; Yi Huang

doi:10.70088/yfk7ev27

Authors

Changhuan Zhang School of Materials Design & Engineering, Beijing Institute of Fashion Technology, Beijing, China Author
Yang Wang School of Materials Design & Engineering, Beijing Institute of Fashion Technology, Beijing, China Author
Wenqing Wang School of Materials Design & Engineering, Beijing Institute of Fashion Technology, Beijing, China Author
Yuan Tian School of Materials Design & Engineering, Beijing Institute of Fashion Technology, Beijing, China Author
Zhongkai Yang School of Materials Design & Engineering, Beijing Institute of Fashion Technology, Beijing, China Author
Liran Zhang School of Materials Design & Engineering, Beijing Institute of Fashion Technology, Beijing, China Author
Yi Huang School of Materials Design & Engineering, Beijing Institute of Fashion Technology, Beijing, China Author

DOI:

https://doi.org/10.70088/yfk7ev27

Keywords:

digital intelligence, engineering education, textile industry, interdisciplinary learning, pedagogical reform

Abstract

Facing profound challenges and unprecedented opportunities brought about by the latest technological revolution, digital intelligence technologies are fundamentally transforming the global textile industry at a rapid pace. Consequently, traditional textile engineering education increasingly shows significant limitations in addressing complex interdisciplinary needs and rapidly evolving industry demands. To bridge this critical gap, this paper comprehensively analyzes the "Textile New Engineering Experimental Class" educational reform. It details the strategically reconstructed curriculum, which seamlessly integrates "Digital Intelligence Literacy + Engineering Core + Cross-border Innovation" to foster multifaceted skill sets. Furthermore, the study explores the establishment of dynamic interdisciplinary teaching teams and the implementation of a highly structured, five-stage "Learn-Inquire-Think-Discuss-Practice" pedagogical framework. This innovative approach is heavily supported by project-driven learning methodologies and a comprehensive, data-driven evaluation system designed to monitor and enhance student progress continuously. The proposed educational model demonstrates remarkable effectiveness in stimulating students' innovative potential, fostering critical thinking, and building robust cross-border integration capabilities, thereby significantly enhancing their professional competitiveness in a modern technological landscape. Ultimately, this comprehensive study offers a highly valuable, scalable reference and practical blueprint for cultivating advanced, interdisciplinary engineering talents within the broader New Engineering education framework, ensuring graduates are fully equipped to lead future industrial advancements.

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