DEVELOPMENT AND IMPLEMENTATION OF A DIVERSIFIED, SELF-DIRECTED TALENT DEVELOPMENT MODEL FOR COMMUNICATION ENGINEERING UNDER EMERGING ENGINEERING EDUCATION

Authors

  • JianBo Du School of Communications and Information Engineering, Xi'an University of Posts and Telecommunications, Xi'an 710121, Shananxi, China.
  • QiongDan Huang (Corresponding Author) School of Communications and Information Engineering, Xi'an University of Posts and Telecommunications, Xi'an 710121, Shananxi, China.
  • DeFeng Ren School of Communications and Information Engineering, Xi'an University of Posts and Telecommunications, Xi'an 710121, Shananxi, China.
  • Lei Liu Guangzhou Institute of Technology, Xidian University, Guangzhou 510555, Guangdong, China.
  • BinTao Hu School of Internet of Things, Xi'an Jiaotong-Liverpool University, Suzhou 215123, Jiangsu, China.
  • Yuan Gao School of Communication and Information Engineering, Shanghai University, Shanghai 200444, China.
  • PengFei Du Engineering Research Center of Intelligent Airground Integrated Vehicle and Traffic Control, Ministry of Education, Xihua University, Chengdu 610039, Guangdong, China.
  • DaoSen Zhai School of Electronics and Information, Northwestern Polytechnical University, Xi'an 710060, Shaanxi, China.

Keywords:

Emerging Engineering Education, Communication Engineering, Talent development, Modular curriculum, Progressive practical training

Abstract

With the extensive deployment of 5G and forward-looking research and development on 6G, the intelligent transformation of the communication industry is placing higher demands on engineering education. Conventional Communication Engineering programs still face fragmented curricula, delayed integration of emerging technologies, lecture-dominated instruction that limits innovative thinking, discontinuous practical training, and insufficient depth in university-industry collaboration. To address these limitations, this paper develops a four-component talent development model integrating differentiated track-based development, a modular curriculum, progressive practical training, and dynamic continuous improvement. Students are allowed to select development tracks according to their interests and career plans, while tiered competency development and track-specific course clusters provide targeted academic support. A progressive practice pathway connects basic experiments, integrated course projects, system integration, authentic industry projects, competitions, and capstone design. Teaching and employment feedback are further incorporated into a closed-loop improvement mechanism to keep the curriculum aligned with rapidly evolving technologies. The proposed framework provides an implementable reference for local universities seeking to strengthen application-oriented Communication Engineering education under Emerging Engineering Education.

References

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Published

2026-08-27

Issue

Vol. 3 No. 2 (2026)

Section

Research Article

DOI:

https://doi.org/10.61784/erhd3059

How to Cite

JianBo Du, QiongDan Huang, DeFeng Ren, Lei Liu, BinTao Hu, Yuan Gao, PengFei Du, DaoSen Zhai. Development And Implementation Of A Diversified, Self-Directed Talent Development Model For Communication Engineering Under Emerging Engineering Education. Educational Research and Human Development. 2026, 3(2): 8-13. DOI: https://doi.org/10.61784/erhd3059.