Construction of an effectiveness evaluation model for furniture design curriculum reform under the new engineering education paradigm

Purpose: This study develops and validates a comprehensive evaluation model for assessing furniture design curriculum reform effectiveness under the New Engineering Education paradigm, 6 addressing the need for systematic assessment tools in design education transformation.Methodology: The research employs a mixed-methods approach incorporating both quantitative and qualitative analysis. A hierarchical evaluation framework was constructed using analytic hierarchy process (AHP) and fuzzy comprehensive evaluation methods. Data was collected from 324 participants across 12 universities, including faculty members (n=86), students (n=198), and industry experts (n=40), over a three-year implementation period (2021-2024). Results: The evaluation model demonstrated high reliability (Cronbach's α = 0.937) and strong predictive accuracy (MAPE = 3.2%). Statistical analysis revealed significant improvements in student performance metrics (technical competency increased from 65% to 88%) and stakeholder satisfaction (student satisfaction reached 92%, industry satisfaction 88%). Regional implementation variations were identified, with eastern regions achieving 92% implementation rates compared to northern regions at 85%. The model validation process showed strong consistency across different institutional contexts (CV = 0.089). Implications: The study provides a standardized framework for assessing curriculum reform effectiveness, enabling data-driven decision-making in educational program development. The findings offer practical guidelines for institutions implementing new engineering education reforms and valuable insights for policy makers in developing targeted support mechanisms. Limitations: Geographic concentration of the sample and the three-year implementation period may limit generalizability and long-term impact assessment. The predominantly quantitative approach may not fully capture qualitative aspects of educational outcomes.