Teaching Reform and Reflections on Industrial IoT Curriculum under the Dual Needs of Industry 4.0 and New Engineering Construction

Facing the transformative wave of Industry 4.0 and the demands of China's Emerging Engineering Education, this study proposes an integrated reform framework addressing core issues in Industrial Internet of Things (IIoT) pedagogy: fragmented interdisciplinary knowledge systems, outdated teaching methods, and disconnects between academia and industry. Centered on a Project-Based Learning (PBL) project—"IIoT-based CNC Machine Tool Vibration Monitoring System"—the curriculum content is modularized into technical units aligned with the three-layer IoT architecture: the perception layer, network layer, and application layer. Adopting a "problem-driven + blended teaching" model, pre-class engineering problems are released via teaching platforms, in-class flipped classrooms incorporate AI-assisted validation, and post-class industrial solution iterations are implemented. A three-tier ecosystem of "virtual simulation–semi-physical debugging–industrial practice" is constructed, integrating Siemens Process Simulation for digital twins, enabling RFID/AGV operations on smart production lines, and transforming enterprise demands into capstone projects. Faculty development employs a "Dual-Teacher Dual-Entry" mechanism: full-time teachers complete six-month industry rotations every three years to update teaching content, while corporate mentors co-develop practical industrial cases. The assessment system shifts from single examinations to a three-dimensional competency evaluation encompassing knowledge mastery, engineering practice, and innovative collaboration. The reformed PBL-based IIoT curriculum focuses on practical industrial applications of IoT, emphasizing the enhancement of students' comprehensive and innovative capabilities. It holds significant importance for cultivating interdisciplinary talent under the dual demands of Industry 4.0 and Emerging Engineering Education.