Designing a CDIO-Based “Science-Production-Education” Integration Curriculum Model for Automation Engineering in Local Application-Oriented Universities under the Convergence of Emerging Engineering and Agriculture

DOI

10.2991/978-2-38476-601-7_31How to use a DOI?

Keywords

Emerging Engineering Education; Emerging Agriculture Education; CDIO; Science-Production-Education Integration; Curriculum Design; Local Application-Oriented Universities; Automation Engineering

Abstract

The strategic convergence of Emerging Engineering (E-E) and Emerging Agriculture (E-A) in China necessitates a fundamental transformation in higher education curricula, particularly in engineering disciplines like Automation. This is especially critical for Local Application-Oriented Universities (LAOUs), which are pivotal in serving regional economic development. However, these institutions often face challenges such as a theory-practice gap, misalignment with industry needs, and insufficient interdisciplinary integration. This paper proposes a novel curriculum framework for Automation Engineering based on the “Science-Production-Education” (SPE) integration model, underpinned by the Conceive-Design-Implement-Operate (CDIO) methodology. The study employs a mixed-methods approach, including a comprehensive literature review, a quantitative survey of 150 students and 30 industry professionals, and a qualitative case study of the Automation program at Jiaying University. The proposed framework structures the curriculum into four interconnected layers: Foundational Theory, Core Professional Competencies, SPE-Integrated Practical Modules, and Innovation & Entrepreneurship Capstone. A quasi-experimental design was implemented over one academic year, comparing learning outcomes between a control group (traditional curriculum, n=45) and an experimental group (new SPE-CDIO curriculum, n=45). Results indicate a statistically significant improvement (p < 0.01) in the experimental group’s performance across multiple metrics: final project scores (+28%), industry mentor evaluations (+35%), and self-reported problem-solving confidence (+42%). Furthermore, a SWOT analysis and an AHP-based evaluation model confirm the framework’s robustness, practicality, and alignment with regional smart agriculture needs. The study concludes that the SPE-CDIO model effectively bridges the gap between academia and industry, fosters interdisciplinary competencies, and enhances the employability of graduates from LAOUs.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Keyin Chen
AU  - Yuanlin Liu
PY  - 2026
DA  - 2026/08/06
TI  - Designing a CDIO-Based “Science-Production-Education” Integration Curriculum Model for Automation Engineering in Local Application-Oriented Universities under the Convergence of Emerging Engineering and Agriculture
BT  - Proceedings of the 2026 2nd International Conference on Education Reform, Ideology and Politics (ERIP 2026)
PB  - Atlantis Press
SP  - 262
EP  - 270
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-601-7_31
DO  - 10.2991/978-2-38476-601-7_31
ID  - Chen2026
ER  -