Construction and Practice of the Practical Education System for Agricultural Hydraulic Engineering in the Context of Emerging Engineering Education

Under the background of “Emerging Engineering Education”, promoting reform in the practical teaching of Agricultural Hydraulic Engineering is a crucial task for cultivating water conservancy professionals with sustainability competencies in the new era. This study addresses current issues in the practical education of Agricultural Hydraulic Engineering, including fragmented practical content, disjointed tiered training, superficial teaching models, and simplified assessment methods. Guided by the Outcome-Based Education (OBE) concept and incorporating sustainability education principles, and integrating the distinctive features and course orientation of the university’s programme, this study implements a multidimensional practical teaching reform characterized by “three level–four integration–five dimension–three objective” framework in Agricultural Hydraulic Engineering. This reform has achieved significant outcomes: teaching quality has been notably enhanced, with students demonstrating substantially improved practical and innovative capabilities, earning over ten national and provincial competition awards in the past two years. Faculty teaching research capabilities have strengthened, resulting in multiple provincial-level teaching reform projects and top-tier course approvals. The proportion of courses achieving a satisfactory level of target attainment stands at 66.7% of the total practical courses. Graduate and employer satisfaction rates reached 96.2% and 100%, respectively. The results demonstrate the strong applicability and effectiveness of this multidimensional practical teaching model in fostering talent equipped for sustainable water conservancy development, providing an important reference for practical teaching reforms in agricultural universities during the new era.