In the field of emergency communication teaching, traditional approaches are increasingly struggling to keep pace with the rapid development of modern industries. These conventional models focus primarily on one-way transmission of theoretical knowledge, leading to a disconnect from real-world application scenarios. Consequently, students lack practical proficiency and fail to meet the industry’s talent requirements. Through a thorough analysis of the shortcomings in existing curriculum plans, this paper innovatively proposes a teaching model based on OBE-CDIO and actively applies it to the teaching practice of emergency communication technology. During implementation, teaching content is systematically broken down into multiple interrelated sub-projects to form a complete project chain. For each project, the four key phases of the CDIO framework are strictly adhered to: Conceive (to inspire creativity), Design (to formulate plans), Implement (to put ideas into action), and Operate (to test outcomes). Simultaneously, assessment methods have been reformed: open-ended questions are used to evaluate students’ thinking abilities, while project-based assessments measure their practical achievements. This enables a comprehensive and accurate evaluation of teaching effectiveness. Finally, student feedback was collected via questionnaires to conduct an in-depth analysis of the application of this emergency communication curriculum training model in engineering education. The results indicate that this model has yielded significant results in boosting students’ learning interest and practical abilities, while also significantly enhancing the quality of emergency communication teaching.
Ji et al. (Fri,) studied this question.
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