Internal Logic, Practical Dilemmas, and Countermeasures of Digital-Intelligent Technology-Empowered Teaching Reform in the Public Administration Course: Based on the OBE Theoretical Framework
DOI:
https://doi.org/10.54097/74yvbe96Keywords:
Digital-intelligent Technology, Public Administration, Teaching Reform, OBE TheoryAbstract
The digital-intelligent transformation of education is driving university course teaching from tool-based renewal toward the reconstruction of the educational system. The Public Administration course therefore faces the problem of how to effectively connect knowledge transmission with the cultivation of governance competence. Based on the OBE theoretical framework, this paper analyzes the internal logic, practical dilemmas, and countermeasures of digital-intelligent technology-empowered teaching reform in the Public Administration course. The study finds that digital-intelligent empowerment promotes shifts in course teaching in terms of value orientation, knowledge organization, teaching process, and evaluation methods, thereby facilitating the transition of course objectives from knowledge mastery to competency attainment. However, in actual teaching practice, problems such as generalized objectives, textbook-dependent content, superficial teaching processes, outcome-oriented evaluation, and insufficient technology governance remain evident. Accordingly, course reform should be guided by the attainment of governance competence, reshape the objective system, reconstruct course content, optimize the problem-oriented teaching process, improve the evaluation loop based on multiple forms of evidence, and, through institutional norms and teacher development, ensure that digital-intelligent empowerment returns to the educational essence of the course.
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