Design of the main teaching line for the major of electrical engineering and its automation under the guidance of new engineering education

Zhenyu Wu; Yu Zheng; Yongbin Liu; Cungang Hu; Siliang Lu

doi:10.54844/eer.2025.1070

Authors

Zhenyu Wu zhenyu-wu@ahu.edu.cn https://orcid.org/0000-0001-9335-5625
Yu Zheng https://orcid.org/0009-0005-3978-8952
Yongbin Liu https://orcid.org/0000-0002-3420-3784
Cungang Hu
Siliang Lu

DOI:

https://doi.org/10.54844/eer.2025.1070

Keywords:

new engineering education, electrical engineering and automation, main line, teaching, integration of industry and education

Abstract

The new engineering education (NEE) initiative has been implemented to address the imbalance between theory and integration in the context of the energy transition and advancements in smart grids. This initiative involves curriculum reform in the field of electrical engineering and its automation. Utilising Anhui University as a case study, this work delineates a 'main teaching line'—a curriculum design method that fosters versatile talents skilled in intelligence, energy and practice, integrating vertical knowledge building and horizontal industry–academia integration. The model outlines a four-tier vertical structure (Foundation–Professional Foundation–Major–Comprehensive) and two horizontal dimensions (interdisciplinary and industry-education integration). The curriculum is structured around a series of core courses, including circuit theory, electrical machinery and power system analysis. The pedagogical approach is founded on a reverse decomposition strategy, with the curriculum meticulously designed to align with the national electrical code (NEC) objectives. This approach involves a systematic analysis of knowledge links and a comprehensive assessment of outcomes, ensuring that the educational objectives are effectively met. The approach establishes a model for NEE reform at local universities and cultivates talent aligned with the needs of the energy revolution.

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