Conceptual Framework and Practical Approaches of Virtual Teaching and Research Offices in the Context of “Intelligence+”: A Case Study of Computer Science

Abstract

This paper, set in the context of higher education teaching reform in the "Intelligence+" era, addresses issues such as functional weakening, resource fragmentation, and insufficient collaboration in traditional teaching and research offices. Focusing on computer science programs in local applied universities, it systematically explores the conceptual framework and practical pathways for virtual teaching and research offices. Based on connectivism, constructivism, and learning sciences theories, the study proposes a systematic conceptual framework centered on "organizational structure—operational mechanisms—resource development—teacher development." It elaborates on the theoretical rationale and implementation strategies of virtual teaching and research offices in breaking spatiotemporal constraints, promoting cross-disciplinary collaboration, and advancing the deep integration of teaching and research. Practice demonstrates that by establishing a networked teaching and research community, implementing closed-loop operational mechanisms, and promoting the sharing of high-quality resources and continuous teacher development, virtual teaching and research offices can effectively enhance faculty development, advance disciplinary and curriculum construction, strengthen students' innovative and practical abilities, expand social service functions, and provide an implementable paradigm for reforming grassroots teaching organizations in local universities. Finally, the paper outlines future development directions from three perspectives: mechanism refinement, technological empowerment, and ecosystem construction, aiming to offer theoretical reference and practical guidance for the high-quality development of higher education.