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Peng Qingyue, Wuxi Vocational College of Science and Technology, ChinaAbstract
To address the urgent need for professionals who can adapt to rapid digital industrialization and economic shifts, this study redesigned vocational training by embedding real animated series production projects into a UE5 Landscape Editing course. Using a “production-oriented teaching” approach, students engaged in project-based learning that mirrored actual industry workflows, bridging classroom learning with real-world demands. The research combined quantitative and qualitative methods to assess effectiveness. Pre- and post-course evaluations measured 150 students’ technical growth in tools like UE5 software and project completion rates, while surveys and interviews with students, instructors, and industry mentors provided deeper insights. Industry partners also evaluated final projects against professional standards. Results showed a 42% increase in students’ software proficiency and 85% of projects meeting industry viability criteria. Employers praised improved problem-solving and teamwork skills. The model, dubbed the “Modern Chinese Apprenticeship,” centers on three core elements: industry-defined skill frameworks, step-by-step process tasks, and hands-on practice. Early findings confirm the approach effectively prepares innovative, job-ready talent for digital industries. By grounding education in live production challenges, this framework offers a flexible template for aligning vocational programs with evolving economic priorities. Future research will examine long-term career outcomes and how the model adapts across different sectors.
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Conference: ECE2025Stream: Interdisciplinary
This paper is part of the ECE2025 Conference Proceedings (View)
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To cite this article:
Qingyue P. (2025) Exploratory Research on Integrated Teaching Modes in Modern Industrial Colleges: Taking the UE5 Landscape Editing Course as an Example ISSN: 2188-1162 The European Conference on Education 2025: Official Conference Proceedings (pp. 425-432) https://doi.org/10.22492/issn.2188-1162.2025.34
To link to this article: https://doi.org/10.22492/issn.2188-1162.2025.34
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