In response to problems inherent in conventional hydraulic engineering education including compartmentalized courses, fragmented knowledge delivery, overlapping and omitted content, and insufficient development of students’ integrated practical competencies this study develops an instructional model for a coordinated curriculum group based on the OBE-BOPPPS teaching theory. The curriculum cluster model aims to integrate interdisciplinary course content, restructure curriculum structure hierarchy, eliminate disciplinary barriers, and establish clear stratified and interrelated knowledge relationships. The model centers on competency development, constructing a three-dimensional “agent–objective” system that connects “teacher–student–curriculum” with “knowledge–competency–literacy.” It further establishes a multi-indicator evaluation system encompassing teachers, students, and courses. The comprehensive evaluation employing Principal Component Analysis, Entropy Weight Method, and CRITIC method demonstrates that the curriculum group teaching model significantly outperforms traditional course-based instruction in transcending disciplinary boundaries, enhancing knowledge systematicity, improving teaching precision, and strengthening knowledge acquisition as well as students’ comprehensive competencies. This approach achieves dynamic optimization and precision feedback in the teaching process, effectively facilitating the systematic transfer of knowledge and the holistic development of students’ innovative practical abilities. It thereby provides a scientific pathway and empirical support for the reform of hydraulic engineering education and the cultivation of high-quality talent.
Wang et al. (Sun,) studied this question.