Addressing the challenges of vague ability assessment, delayed teaching adjustment, and fixed cognitive challenge levels in sustainable engineering practice courses, this study proposes a “goal elevation-matrix evaluation-dynamic regulation” tripartite coupled sustainable teaching model. The model employs a value-oriented assessment matrix as the core diagnostic tool, integrating a dual-threshold regulation mechanism and standard iteration strategy within a four-year “design-implementation-diagnosis-iteration” closed loop. Empirical evidence demonstrates that ① a three-tier diagnostic model (overall-module-indicator attainment levels) identifies structural problems of the teaching content and pinpoints the key bottleneck; ② replacing redundant high-scoring modules with basic skill modules eliminates extreme values, improves distribution gradients, and trends to class performance at 75~85%; ③ iterative standard calibration supports progressive student competence development along a “familiar problems → new challenges” pathway. This study provides an empirically validated methodological framework for systematically implementing “scientific rigor, practicality, and appropriate challenge” in engineering practice courses while fostering sustainable engineering literacy.
Liu et al. (2026) studied this question.