Project-Based Teaching Reform and Analysis of Outcomes for the ‘AI + HarmonyOS’ Course

DOI: https://doi.org/10.62517/jhet.202615508

Author(s)

Gaowen Han, Mengyin Cui*, Bin Liu

Affiliation(s)

School of Computer Science, Guangdong University of Science and Technology, Dongguan, Guangdong, China *Corresponding Author

Abstract

Against the industrial backdrop of the deep integration between the development of a domestic, independent operating system ecosystem and artificial intelligence technology, the HarmonyOS mobile application development course faces practical challenges such as outdated teaching content, monotonous teaching methods, low teaching efficiency, and a disconnect between theory and practice. Guided by the talent development objectives of applied undergraduate institutions, this paper constructs a project-driven ‘AI + HarmonyOS’ curriculum reform system. The reform is implemented across four dimensions: optimisation of the curriculum framework, innovation in teaching methods, strengthening of practical teaching, and restructuring of the assessment system. Through dynamic updates to course content, the full-process empowerment of AI tools, university–industry collaborative practice, and diversified assessment methods, the reform enhances students’ multidisciplinary development capabilities, engineering practice skills and employability. Practice has demonstrated that this reform model has effectively optimised the quality and efficiency of course delivery, promoted the development of a ‘dual-qualified’ teaching staff, and deepened the integration of industry and education as well as the university-industry collaborative talent development mechanism. It can serve as a practical reference for digital teaching reform in engineering programmes at applied undergraduate institutions.

Keywords

Project-Driven; AI + Harmonyos; Mobile Application Development; Teaching Reform; Effectiveness Analysis

References

[1] Zhu Y, Yang D, Tang Y. Teaching Reform and Practice of the Introduction to Robotics Course Based on the Open-Source HarmonyOS and M-Robots OS. Contemporary Education Frontiers, 2025, 3(11): 84–90. DOI:10.18063/CEF.V3I11.1689. [2] Chen D. Empowering International Business Talent with International Student Resources in Application-oriented Universities. Journal of Sociology and Education, 2026, 2(5): DOI:10.63887/2026.2.5.71. [3] Qingyao L, Hui J, Yuhao Z. A Comparative Study of Traditional and Project-Based Art Courses on the Cultivation of Creativity and Critical Thinking. Journal of International Social Science, 2026, 3(5): 43–47. [4] Zhang Y, Yan X, Zeng L, et al. From Virtual Simulation to Generative AI: Mapping Research Trends and Frontiers of Intelligent Technologies in Dental Education. Journal of Dentistry, 2026, 107010. DOI:10.1016/J.JDENT.2026.107010. [5] Quan P, Shi J. Research on the Integration Path of Project-Based Teaching and moral and civic Education in Engineering Survey Courses Driven by Knowledge Graphs . Global Vision Research, 2026, 3(3): DOI:10.69979/3041-0843.26.03.025. [6] Huang Z. Exploration of Practical Teaching Reform in Systems Engineering Courses Empowered by Virtual Simulation. Journal of Contemporary Educational Research, 2026, 10(8): 303–308. [7] Shi D, Wang J, Yang Z, et al. Exploration and Construction of a Practical Course System for Innovation Methods Based on the Knowledge System of Innovation Engineering . Journal of Research in Vocational Education, 2022, 4(9): DOI: 10.53469/JRVE. 2022. 04(09).13. [8] Gan Q, Liu M. Research on the evaluation of undergraduate students’ core competencies in the context of industry-education integration. Scientific Reports, 2025, 16(1): 1005–1005. [9] Li L, Liu F. Teaching Reform in Plant Landscape Design Courses Based on a Project-Driven Approach. Journal of Higher Education Teaching, 2024, 1(2): DOI:10.62517/JHET.202415212. [10] Ahat, A., & Alimjan, G. Teaching Reform of the C Programming Language Course Integrating OBE Concepts and AI Assistance under the New Engineering Context . Journal of Contemporary Educational Research, 2025, 9(7): 197–202