Systemic Reconstruction and Practical Pathways of Experimental Teaching in New Business Disciplines from the Perspective of Industry-Education Collaboration: An Exploration Based on a Modular Supply Chain Finance Course

Abstract

Driven by the digital economy's reshaping of modern business education (“New Business”), experimental teaching in vocational colleges faces challenges such as the disconnection between industry and education, insufficient technological empowerment, and singular evaluation methods. Guided by policies promoting industry-education integration, this study innovatively proposes a “Four-Competency Integration” model—comprising Business Operations, Data Analysis, Technology Application, and Risk Control—and constructs a six-dimensional closed-loop system encompassing teaching objectives, faculty, resources, pedagogy, technology, and evaluation. Using a modular Supply Chain Finance course as a pilot, the study implements a "Dual-System Linkage" pathway and a dynamic case study update mechanism. Empirical data reveals that the experimental group demonstrated significantly higher completeness in risk control reports compared to the control group. Furthermore, the job adaptation period for graduates was shortened from three months to one month, and the blockchain-based “Competency Growth Ledger” achieved a job matching rate of 92%. This research provides a scalable theoretical framework and a practical paradigm for deepening the integration of industry and education.