INNOVATIVE PEDAGOGICAL PRACTICES IN UNIVERSITY PHYSICS EDUCATION UNDER THE EMERGING ENGINEERING EDUCATION FRAMEWORK

In light of the heightened requirements for cultivating innovative competencies in engineering talents under the Emerging Engineering Education(3E) initiatives, the imperative to bridge the theory-practice dichotomy in physics instruction at the tertiary level has become increasingly pronounced. This study advances pedagogical practices through four strategic dimensions: curricular content modernization, interdisciplinary convergence, engineering practice intensification, and innovative cognition cultivation. By architecting a tripartite instructional framework encompassing “fundamental principles-technological archetypes-engineering implementations”, we facilitate the synergistic integration of knowledge dissemination and innovation capability development. Empirical evidence indicates marked enhancement in students’ conceptual assimilation and systems thinking aptitudes. The proposed didactic paradigm not only establishes a replicable implementation pathway for revitalizing conventional foundational curricula but also contributes empirical references to physics education reform within the 3E paradigm.