Research on the Deep Integration of CDIO and Maker Education to Promote the Cultivation of Innovative Talents in Emerging Engineering Disciplines

Abstract

"First-class practical projects" constitute one of the four fundamental elements of the Undergraduate Education Teaching Reform Pilot Work Plan (Plan 101), aiming to cultivate future "revolutionary" and "disruptive" talents in emerging engineering disciplines. Both CDIO engineering education and maker education are committed to nurturing students' innovative and practical abilities, serving as robust pillars for the cultivation of talents in emerging engineering fields. Based on a review of relevant literature on CDIO engineering education and maker education from both domestic and international sources, this paper analyzes the differences between the two in terms of educational philosophy, curriculum system and content, teaching faculty, teaching resources, teaching methodologies, and evaluation methods. It proposes the concept of deeply integrating CDIO with maker education, outlining methods for such integration: constructing a curriculum system that merges CDIO with maker education, compiling textbooks for an engineering practice system that incorporates maker projects within the CDIO framework, establishing a makerspace through school-enterprise collaboration that integrates engineering practice with maker activities, building a practical teaching model that fuses CDIO with maker education, formulating a diversified evaluation scale that combines qualitative and quantitative assessments, and organizing competition activities that integrate CDIO with maker education. Furthermore, a comprehensive practical case study of the deep integration of CDIO and maker education is provided.