The Construction of Sustainable Digital Resources and the Application of AI Technology in the Engineering Drawing Course

This paper focuses on the development of 3D digital resources and a learning platform for the Engineering Drawing course, exploring construction pathways and implementation methodologies while further investigating the application potential of artificial intelligence techniques in model construction and instructional processes. The 3D digital resources encompass basic geometric elements, complex structures, and engineering entities, supporting interactive operations such as rotation, scaling, and sectioning. These resources effectively overcome the inherent limitations of traditional engineering drawing laboratories, including high costs, fragility, delayed updates, limited coverage, and inadequate adaptability to individual student differences. The integration of AI technologies significantly enhances the efficiency of digital resource development and effectively stimulates student engagement in learning. At the pedagogical practice level, this paper proposes two AI-based conceptual teaching frameworks, namely the Adversarial Learning Model and the Challenge-based Learning Model. The learning platform incorporates knowledge graphs and process-based assessment mechanisms, achieving an organic integration of personalized and contextualized learning. A three-year longitudinal teaching performance analysis reveals a marked improvement in overall student grades, with a notable increase in high-grade proportions and a decrease in failure rates. Questionnaire survey results further confirm that students’ spatial imagination, comprehension, and practical application abilities have been strengthened, with minimal adverse effects. Moreover, in extracurricular activities, students participating in graphic design competitions have achieved outstanding performance. Comprehensive findings indicate that the synergistic application of digital resources, online learning platforms, and advanced AI technologies show a positive correlation with improved teaching effectiveness and provide robust support for the cultivation of innovative engineering talents.