Research on the Path to Enhance Blended Teaching Quality in Software Engineering under the OBE Concept

Abstract
In response to the urgent demand for high-calibre, multidisciplinary software engineering professionals arising from the development of new engineering disciplines, and to address critical bottlenecks in traditional software engineering education—such as the disconnect between theory and practice and insufficient student agency—this research endeavours to establish a systematic, quantifiable blended teaching quality enhancement strategy. Guided by the logic of Outcome-Based Education (OBE), this paper undertakes a comprehensive and systematic backward redesign of the software engineering programme's talent development objectives, curriculum design, teaching implementation, and assessment framework. The core innovation lies in proposing and implementing a tripartite, deeply integrated teaching model centred on Project-Based Learning (PBL), encompassing online, offline, and practical components, alongside a fully integrated quality monitoring and continuous feedback mechanism. Empirical application and data analysis demonstrate that this approach significantly enhances the actual attainment of students' Course Learning Outcomes (CLOs). Particularly in core engineering competency metrics—engineering practice, complex problem-solving, and team collaboration—student performance shows substantial and systematic improvement, with teaching quality assessment indicators effectively enhanced. Research confirms that the blended teaching model guided by OBE principles represents an effective, actionable, and quantifiable pathway for enhancing the quality of software engineering talent cultivation. It provides crucial theoretical underpinnings and practical reference value for curriculum reform and implementation within comparable engineering education domains.
Keywords: Outcomes-Based Education; Software Engineering; Project-Based Learning; Blended Learning; Teaching Quality Evaluation

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