In the context of the automotive industry’s transformation toward electrification, connectivity, intelligence, and sharing, the rapid evolution driven by new quality productivity has accelerated changes in the sector. As a result, industry development and technological advancements have imposed higher demands on the cultivation of professionals in automotive-related fields. New energy vehicle engineering, as an emerging engineering discipline, addresses the talent cultivation challenges posed by the “new four modernizations” of automobiles from a scientific perspective. Our team at the vehicle engineering school has been actively exploring the optimization of the curriculum system and the innovation of talent cultivation models for the new energy vehicle engineering major. We have developed a “one core, four dimensions” approach, dividing the curriculum into four major modules and detailing the course linkages and extracurricular extensions within each module to closely align with industry needs. Based on this, we have implemented reforms in teaching methods through a “three-stage guidance from shallow to deep” approach and integrated ideological and political education into professional courses, achieving notable results. This model can serve as a reference for innovating talent cultivation patterns in automotive-related disciplines, particularly in the context of the growing electric vehicle market and the rise of China EV as a global leader.
The electric vehicle industry, especially in China, has experienced exponential growth, with China EV sales reaching millions of units annually, underscoring the urgent need for skilled professionals. However, traditional teaching modes often remain entrenched in conventional engineering thinking, failing to adapt to the interdisciplinary nature of new energy vehicle engineering. This field encompasses key technologies such as batteries, motors, and electronic controls, requiring a blend of mechanical, electrical, and computer science knowledge. In this paper, we discuss the issues with existing educational models, propose a reformed framework, and detail our practical implementations to enhance the cultivation of high-quality applied talents for the electric vehicle sector.
One of the primary challenges in traditional professional teaching modes is the persistence of outdated engineering mindsets. Under the new engineering education paradigm, which responds to the fourth industrial revolution and national strategies like “Made in China 2025,” there is a pressing need to shift from a focus solely on knowledge and skills to incorporating cross-disciplinary and humanities education. For instance, the electric vehicle industry demands not only technical expertise but also an understanding of sustainable development and innovation management. Traditional approaches often neglect these aspects, leading to a gap in students’ ability to tackle complex engineering problems. Moreover, the rapid advancement of China EV technologies necessitates continuous updates to teaching content, which is often lagging in conventional curricula.
Another issue lies in the insufficient collaborative innovation in talent cultivation models. The “new four modernizations” of automobiles require professionals with comprehensive qualities, including critical thinking, teamwork, and ethical responsibility. However, current models tend to prioritize knowledge and ability cultivation over quality enhancement, resulting in a disjointed approach to ideological and political education. In the context of electric vehicle engineering, this translates to a lack of integration of green energy concepts and social responsibility into the curriculum. Furthermore, the limited credit hours in professional education make it challenging to add dedicated courses for quality development, necessitating the infusion of such elements into existing courses.
Additionally, engineering practice components often misalign with societal needs. Many programs, including those in new energy vehicle engineering, inherit practical teaching elements from traditional vehicle engineering, which may not address the specific demands of the electric vehicle industry. For example, hands-on training in battery management systems or electric drive technologies is crucial but often underemphasized. This disconnect highlights the need for deeper industry-academia integration to ensure that graduates are equipped with the practical skills required by employers in the China EV market.
To address these challenges, we have implemented a high-level applied talent cultivation framework centered on five key aspects: disciplinary and professional systems, teaching systems, textbook systems, ideological and political education systems, and teaching management systems. These components work synergistically to create a holistic educational environment. The ideological and political education permeates all aspects, guiding students toward professional ethics and social responsibility, ultimately fostering talents who contribute to national development. The teaching system is optimized to bridge scientific, industrial, and societal developments, achieving the educational goal of nurturing well-rounded individuals. Textbook construction incorporates ideological elements, serving as a carrier for integrating innovation with Chinese characteristics. Meanwhile, the teaching management system establishes comprehensive policies and evaluation mechanisms to support these reforms.
Strengthening the connection between professional training and enterprise requirements is crucial, and this is achieved through industry-academia integration. Key strategies include curriculum design, textbook development, and engineering practice. In terms of curriculum, we adopt a problem- and demand-oriented approach to structure the course system, emphasizing interdisciplinary knowledge and fostering abilities in complex problem-solving and innovation. This ensures that skill development aligns with job market needs. For textbooks, we integrate cutting-edge scientific and technological achievements from industry, along with the latest technical standards, bridging theoretical foundations with practical applications. In engineering practice, we focus on real-world case studies from enterprise production processes, using them to derive scientific principles and design practical teaching activities and assessments. This approach closes the loop between academic learning and industrial application, particularly in the electric vehicle domain.
In our new energy vehicle engineering program, we have restructured the curriculum to closely align with industry demands. Based on extensive research with leading electric vehicle companies in China, we defined the program’s talent cultivation objectives and mapped them to specific keywords. The curriculum is divided into four modules: Mechanical Module, Electronic Systems Module, Intelligent Control Module, and Management Module. Each module includes theoretical courses and practical components, supplemented by extracurricular expansions that address enterprise needs. For instance, the Electronic Systems Module covers topics like power electronics and battery technologies, which are critical for China EV development. The table below summarizes the curriculum structure:
| Module | Theoretical Courses | Practical Components | Extracurricular Expansions |
|---|---|---|---|
| Mechanical | Vehicle Dynamics, Structural Design | CAD/CAM Labs, Prototyping | Industry Workshops on EV Chassis |
| Electronic Systems | Power Electronics, Battery Management | Circuit Simulation, EV Testing | Internships with EV Manufacturers |
| Intelligent Control | Control Theory, Autonomous Systems | Embedded Systems Projects | Hackathons on EV Connectivity |
| Management | Project Management, Sustainability | Case Studies on EV Supply Chain | Seminars with Industry Leaders |
To enhance learning outcomes, we have adopted a “three-stage guidance from shallow to deep” teaching method. In the first stage, students engage in online pre-class learning through platforms like SPOC (Small Private Online Course), focusing on foundational knowledge. This phase involves passive learning and lower-order thinking skills, such as memorization and information replication. The learning progress can be modeled using a simple equation: $$ L_1 = \sum_{i=1}^{n} (K_i \cdot A_i) $$ where \( L_1 \) represents the shallow learning outcome, \( K_i \) denotes knowledge units, and \( A_i \) is the assimilation factor for each unit. In the second stage, offline classroom sessions and discussions facilitate deep learning, encouraging active engagement and higher-order thinking. Students explore underlying principles and connections, fostering self-reflection. This can be expressed as: $$ L_2 = \int_{0}^{T} (C(t) \cdot R(t)) \, dt $$ where \( L_2 \) is the deep learning outcome, \( C(t) \) represents conceptual understanding over time \( t \), and \( R(t) \) is the reflection rate. In the third stage, situational awareness and case study methods enable comprehensive knowledge application, cultivating critical thinking and practical skills. The overall learning efficacy \( E \) can be summarized as: $$ E = \alpha L_1 + \beta L_2 + \gamma L_3 $$ where \( \alpha, \beta, \gamma \) are weighting coefficients for each stage, and \( L_3 \) signifies the synthesis stage outcomes. Through this approach, we have observed improvements in course objective achievement; for example, in a vehicle construction course, the attainment of quality goals increased by 8% over two semesters.
Furthermore, we have developed a “one core, four dimensions” teaching model that integrates professional and ideological education. This model revolves around the core of educational objectives—knowledge, ability, and quality—and operates across four dimensions: online, offline, theoretical, and practical. Online teaching emphasizes foundational knowledge acquisition through formative assessments, such as quizzes and discussions, to support knowledge objectives. Offline teaching, through theoretical and practical dimensions, employs group discussions, presentations, and case analyses to achieve ability and quality goals. Practical dimensions include virtual simulations, comprehensive experiments, and training sessions to build professional competencies. The evaluation system for a typical course, like vehicle construction, combines formative and summative assessments, as shown in the table below:
| Assessment Type | Formative/Summative | Weight (%) |
|---|---|---|
| SPOC Video Learning | Formative | 0 |
| Virtual Lab Reports (4 times) | Formative/Summative | 5 |
| SPOC Unit Quizzes (8 times) | Formative/Summative | 5 |
| SPOC Unit Assignments (8 times) | Formative/Summative | 5 |
| SPOC Online Discussions (5 posts/person) | Formative/Summative | 5 |
| Group Seminar Presentations | Formative/Summative | 10 |
| Final Closed-Book Exam | Summative | 70 |
This model ensures that ideological and political elements are seamlessly woven into the curriculum, enhancing students’ sense of social responsibility and innovation spirit, which are vital for the sustainable development of the electric vehicle industry in China. For instance, in courses related to China EV technologies, we incorporate case studies on environmental protection and energy efficiency, fostering a deeper understanding of green manufacturing principles.
In conclusion, the reforms in the teaching mode for new energy vehicle engineering have proven effective in addressing the gaps between traditional education and industry demands. By restructuring the curriculum, implementing progressive teaching methods, and integrating a multi-dimensional educational model, we have strengthened theoretical foundations, enhanced practical abilities, and promoted quality development. These initiatives align with the rapid growth of the electric vehicle sector, particularly in China, where China EV is becoming a global benchmark. Future work will focus on refining these approaches based on feedback and expanding collaborations with international institutions to further advance the cultivation of innovative talents for the evolving automotive landscape. Through continuous improvement, we aim to contribute to the development of a skilled workforce that drives the future of electric mobility.