TY  - JOUR
AU  - Cai, Xianquan
AU  - Zheng, Xuejiao
PY  - 2026
DA  - 2026/08/26
TI  - Construction and Practice of Outcomes-Based Education-Guided Project-Driven Teaching Model for Engineering Economics in Application-Oriented Undergraduate Universities
JO  - Frontiers in Educational Innovation and Research
T2  - Frontiers in Educational Innovation and Research
JF  - Frontiers in Educational Innovation and Research
VL  - 2
IS  - 3
SP  - 58
EP  - 71
DO  - 10.62762/FEIR.2026.394100
UR  - https://www.icck.org/article/abs/FEIR.2026.394100
KW  - OBE
KW  - engineering economics
KW  - project-driven teaching
KW  - application-oriented undergraduate
KW  - excel modeling
KW  - engineering cost
AB  - Engineering Economics is a core course for the Engineering Cost major in application-oriented undergraduate universities, yet traditional teaching often suffers from a theory-practice gap, low student participation, and polarized academic performance. Guided by Outcomes-Based Education (OBE), this study developed a three-in-one project-driven teaching model integrating modular theory, whole-process project practice, and diversified assessment. Theoretical content was reorganized into four application modules within a closed-loop ``lecture-practice-assessment'' process. A real local project---the renovation of an unfinished building into affordable rental housing in Zhaoqing City---served as the practical carrier, incorporating differentiated parameters, rotating group roles, and full-process Excel modeling. Formative assessment accounted for 40% of the total grade. The model was implemented over three semesters with 134 Engineering Cost students from the 2022--2024 cohorts at Guangdong Technology College. After the reform, the average course score increased from 70.38 to 85.65, the good and excellent rate from 31.4% to 83.9%, and the failure rate decreased from 25.5% to 3.2%. Moreover, 87.5% of students could construct dynamically linked financial models, while the classroom head-up rate in the reform class exceeded 85%, compared with approximately 50%--60% in the concurrent control class. The results demonstrate that the model effectively enhances learning outcomes and practical engineering economic analysis skills, providing a replicable approach for similar courses in application-oriented undergraduate universities, although further multi-institutional validation is needed.
SN  - 3068-5664
PB  - Institute of Central Computation and Knowledge
LA  - English
ER  - 

@article{Cai2026Constructi,
  author = {Xianquan Cai and Xuejiao Zheng},
  title = {Construction and Practice of Outcomes-Based Education-Guided Project-Driven Teaching Model for Engineering Economics in Application-Oriented Undergraduate Universities},
  journal = {Frontiers in Educational Innovation and Research},
  year = {2026},
  volume = {2},
  number = {3},
  pages = {58-71},
  doi = {10.62762/FEIR.2026.394100},
  url = {https://www.icck.org/article/abs/FEIR.2026.394100},
  abstract = {Engineering Economics is a core course for the Engineering Cost major in application-oriented undergraduate universities, yet traditional teaching often suffers from a theory-practice gap, low student participation, and polarized academic performance. Guided by Outcomes-Based Education (OBE), this study developed a three-in-one project-driven teaching model integrating modular theory, whole-process project practice, and diversified assessment. Theoretical content was reorganized into four application modules within a closed-loop ``lecture-practice-assessment'' process. A real local project---the renovation of an unfinished building into affordable rental housing in Zhaoqing City---served as the practical carrier, incorporating differentiated parameters, rotating group roles, and full-process Excel modeling. Formative assessment accounted for 40\% of the total grade. The model was implemented over three semesters with 134 Engineering Cost students from the 2022--2024 cohorts at Guangdong Technology College. After the reform, the average course score increased from 70.38 to 85.65, the good and excellent rate from 31.4\% to 83.9\%, and the failure rate decreased from 25.5\% to 3.2\%. Moreover, 87.5\% of students could construct dynamically linked financial models, while the classroom head-up rate in the reform class exceeded 85\%, compared with approximately 50\%--60\% in the concurrent control class. The results demonstrate that the model effectively enhances learning outcomes and practical engineering economic analysis skills, providing a replicable approach for similar courses in application-oriented undergraduate universities, although further multi-institutional validation is needed.},
  keywords = {OBE, engineering economics, project-driven teaching, application-oriented undergraduate, excel modeling, engineering cost},
  issn = {3068-5664},
  publisher = {Institute of Central Computation and Knowledge}
}