Teaching reform of hydrogeology and engineering geology for environmental engineering undergraduates under the emerging engineering education initiative

Abstract

Under the emerging engineering education framework, environmental engineering programs are expected to cultivate graduates with cross-disciplinary perspectives and practical problem-solving capabilities. At the Ocean University of China, the course Hydrogeology and Engineering Geology serves as a core elective within the “Geological Environment” module, bridging earth sciences and engineering applications. However, current instruction remains lecture-dominated, with limited hands-on training, abstract content, low student engagement, and rigid assessment methods. This paper proposes a systematic reform across three dimensions: content selection, teaching methods, and evaluation. Content is streamlined by prioritizing fundamentals and practical topics, adding a 4-hour laboratory component on hydraulic properties, and introducing an artificial intelligence module covering machine learning applications in parameter inversion, water-level forecasting, and hazard assessment. Teaching methods integrate artificial intelligence-driven three-dimensional visualization for conceptual understanding, discussion-based case studies, balanced use of multimedia and blackboard instruction, and comprehensive project-based modules that cover problem identification, experimental design, data collection, theoretical analysis, report writing, and oral defense. Assessment is restructured to a 50:20:30 ratio for final exam, project performance, and continuous evaluation, with open-ended exam questions and peer/self-evaluation components. This reform aims to shift the course from knowledge transmission to competence development, aligning with emerging engineering education goals for applied, innovation-oriented talent.

Document Type: Original article

Cited as: Liu, L., Zhang, A., Xu, G., Fu, D., Lin, G., Liu T. Teaching reform of hydrogeology and engineering geology for environmental engineering undergraduates under the emerging engineering education initiative. Higher Engineering Education Transformation, 2026, 1(2): 19-23. https://doi.org/10.46690/heet.2026.02.01