Research on a tiered project-based learning and process-oriented assessment model for the intelligent automotive industry: evidence from a specialized class in electronic information engineering

Tao Zheng; Yuanshuai Lan; Min Luo

doi:10.54254/2753-7102/2026.34852

Abstract

Against the backdrop of the rapid development of the intelligent automotive industry, this study addresses the challenges of weak industry–education integration and static evaluation systems in engineering talent cultivation at local application-oriented universities by proposing and validating a novel training model integrating school–enterprise collaboration and tiered project-driven learning. Using a specialized pilot class in Electronic Information Engineering at Geely University as a case study, a three-dimensional collaborative education ecosystem comprising cross-boundary campuses, cross-regional campuses, and parallel campuses was established. A progressive three-stage engineering project framework, ranging from foundational scenario-based experiences to authentic enterprise R&D tasks, was implemented, and a five-dimensional radar-chart-based dynamic evaluation model grounded in process-oriented assessment was developed to align student competency development with the talent requirements of leading automotive enterprises. Quantitative results demonstrate that the proposed model achieved 100% participation in intellectual property outputs among students in the pilot class and a 50% award rate in disciplinary competitions. Furthermore, a bidirectional selection mechanism based on dynamic digital competency profiles enabled 13 students to be successfully admitted to internship programs at Geely Group. The findings provide a data-driven and practically validated approach for innovating engineering education paradigms oriented toward the intelligent automotive industry.

Keywords: engineering education reform , integration of industry and education , project-based learning , process-oriented dynamic assessment

Article Information

Received: 16 June 2026

Published: 29 June 2026

DOI: https://doi.org/10.54254/2753-7102/2026.34852

Article Type: Research Article

Cite this article

Zheng,T.;Lan,Y.;Luo,M. (2026). Research on a tiered project-based learning and process-oriented assessment model for the intelligent automotive industry: evidence from a specialized class in electronic information engineering. Advances in Social Behavior Research,17(7),152-162.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

Disclaimer/Publisher's Note

The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of EWA Publishing and/or the editor(s). EWA Publishing and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

About this Journal

Journal: Advances in Social Behavior Research

Volume: Vol.17, Issue 7

ISSN: 2753-7102 (Print) / 2753-7110 (Online)

Copyright & License

[1]Ministry of Education of the People's Republic of China, Ministry of Industry and Information Technology of the People's Republic of China, and Chinese Academy of Engineering, "Opinions on Accelerating the Development of Emerging Engineering Education and Implementing the Excellence Engineer Education and Training Program 2.0 (Jiaogao No. 3 [2018])" [Z]. Beijing, China: Ministry of Education, 2018. Available: https: //hudong.moe.gov.cn/srcsite/A08/moe_742/s3860/201810/t20181017_351890.html

[2]General Office of the State Council of the People's Republic of China, "Several Opinions on Deepening the Integration of Industry and Education (Guobanfa No. 95 [2017])" [Z]. Beijing, China: General Office of the State Council, 2017. Available: https: //www.beijing.gov.cn/zhengce/gwywj/201905/t20190522_60736.html

[3]Lin Jian. Construction of China's emerging engineering education oriented to the future [J].Research in Education of Tsinghua University, 2017, 38(2): 26–35.

[4]Zhong Denghua. Connotation and action of emerging engineering education construction [J].Research in Higher Engineering Education, 2017(3): 1–6.

[5]Biggs J, Tang C.Teaching for Quality Learning at University[M]. 4th ed. Maidenhead: Open University Press, 2011.

[6]Prince M J, Felder R M. Inductive teaching and learning methods: Definitions, comparisons, and research bases [J].Journal of Engineering Education, 2006, 95(2): 123–138.

[7]Graham R.The Global State of the Art in Engineering Education[M]. Cambridge: Massachusetts Institute of Technology, 2018.

[8]Wu Aihua, Hou Yongfeng, Yang Qiubo, et al. Emerging engineering education driven by industry–education integration: core concepts and practical exploration [J].Research in Higher Engineering Education, 2020(4): 7–15.

[9]Blumenfeld P C, Soloway E, Marx R W, et al. Motivating project-based learning: Sustaining the doing, supporting the learning [J].Educational Psychologist, 1991, 26(3–4): 369–398.

[10]L. Yu and B. Peng, "Innovative Practice of Teaching-Guided Project Design and Evaluation Methods in Local Engineering Universities, "Research in Higher Education of Engineering, no. 2, pp. 91–96, 2024.

[11]Zhang Yanxia, Ma Xiaxia, Liu Hongzhao, Huang Yongcheng. Innovative practice and effectiveness verification of the OBE-oriented PAD–PBL integrated model in the teaching of "Quality Management" [J].Standard Science, 2026(2): 69–77.