A Holistic Educational Framework for Water Transport Engineering: A Mega-Project–Driven Pedagogical Model

Abstract

This paper proposes a holistic pedagogical model for Water Transport Engineering that addresses three persistent challenges in civil engineering education: weakened professional identity, fragmented knowledge structures, and a persistent theory–practice gap. Anchored in the concept of the “Mega-Project,” the model integrates three dimensions—Value Shaping, Knowledge Integration, and Ability Cultivation. Major national infrastructure projects provide the narrative and context for cultivating professional mission and craftsmanship; project-based knowledge scaffolding fosters systems thinking; and authentic problem-based learning develops advanced engineering judgment. This reform embeds value guidance throughout the curriculum to cultivate engineers with technical excellence, innovative capacity, and a deep sense of social responsibility.

This paper proposes a holistic pedagogical model for Water Transport Engineering that addresses three persistent challenges in civil engineering education: weakened professional identity, fragmented knowledge structures, and a persistent theory–practice gap. Anchored in the concept of the “Mega-Project,” the model integrates three dimensions—Value Shaping, Knowledge Integration, and Ability Cultivation. Major national infrastructure projects provide the narrative and context for cultivating professional mission and craftsmanship; project-based knowledge scaffolding fosters systems thinking; and authentic problem-based learning develops advanced engineering judgment. This reform embeds value guidance throughout the curriculum to cultivate engineers with technical excellence, innovative capacity, and a deep sense of social responsibility.