ABSTRACT To address the limitations of traditional teaching models in cultivating interdisciplinary talent for the new era, this study presents a teaching reform initiative for the “ Principles of Concrete Structure Design ” course, grounded in a blended learning and role‐experiencing model. The reform involved restructuring the content, creating in‐person role‐experiencing scenarios, reshaping a comprehensive blended learning framework, and implementing a diversified assessment system. These measures effectively tackled chronic issues such as limited student engagement, the theory–practice gap, challenges in integrating ideological and political education, and simple evaluation methods. Five years of teaching practice have yielded significant outcomes: (1) For students, the reforms have fostered a marked increase in course participation and satisfaction, along with a notable enhancement in their research and practical capabilities. (2) For faculty, they have facilitated simultaneous improvements in both teaching efficiency and research proficiency. (3) For the course itself, its quality and impact have gained national recognition, as evidenced by its designation as a National‐Level First‐Class Blended Course in China. This study demonstrates that the proposed model offers a valuable reference for enhancing engineering education quality and fostering innovative engineering talent.
Zhang et al. (2025) studied this question.