In the contemporary society where digital and intelligent technologies are deeply integrated, technological iteration drives the continuous evolution of the cognitive framework and methodological system of the design discipline, and puts forward higher requirements for the teaching of design courses. In order to meet the demand for composite design talents in the digital transformation of cities and cultivate high-quality composite talents with innovative spirit, practical ability, and interdisciplinary literacy, design majors at home and abroad are actively adjusting their professional curriculum systems. The article takes the digitization and intelligence of cities as the background, compares the similarities and differences between the curriculum systems of design majors at home and abroad, analyzes the problems existing in the curriculum system of design majors in China, and draws on foreign experience to propose optimization suggestions, in order to provide systematic suggestions for the digital transformation of design education in China.
Yonghua et al. (Thu,) studied this question.