Reform and Considerations of the High-Quality Talent Cultivation Model for New Engineering Disciplines in Local Universities in China Empowered by New Productivity Forces

New productivity is based on digitization, intelligence, and greening, driven by disruptive technological innovation and centered on emerging and future industries, aiming to serve high-quality living through efficient and high-quality development. This new type of productivity continuously raises the standards and challenges for engineering science and technology, also posing higher demands on the education of new engineering disciplines. With the continuous emergence of new technologies, new economies, and new business models, the connotation and extension of the new engineering discipline have undergone profound changes, leading to a disruptive transformation in traditional engineering jobs and industrial chains. There is an urgent need to innovate and optimize the talent cultivation model for new engineering disciplines, aligning closely with the evolutionary laws of productivity and production relations in the new era. The development of new productivity poses new requirements for talent cultivation in new engineering disciplines, emphasizing innovation, a more integrated training model, a diversified subject base, and a dynamic development of goals and content. However, current talent cultivation models for new engineering disciplines still face challenges in several areas: unclear goal setting, weak interdisciplinary integration, slow transformation towards digitization and intelligence in education, and a lack of a scientific and comprehensive quality evaluation system. To address these challenges in the context of new productivity, it is necessary to promote reforms in the talent cultivation model for new engineering disciplines through the following approaches: integrating digitization, intelligence, and green development into the entire talent cultivation process; reshaping training concepts; breaking down disciplinary barriers to promote integration; continuously optimizing the training model; introducing virtual simulation and other auxiliary teaching technologies to create a collaborative model of student-teacher assistance in talent cultivation; deepening industry-education integration, and innovating cultivation mechanisms to contribute positively to the training of high-quality new engineering talents.