Development of the OBE Talent Management Model of a Training Program Management on the Project-based Teaching-learning Method for Landscape Design Students at Hubei Engineering University, China.

Abstract

Landscape design education confronts critical challenges in reconciling pedagogical approaches with industrial requirements and cultivating professional competencies. This study develops an Outcome-Based Education (OBE) talent management framework specifically adapted to project-based instructional approaches for landscape design majors at Hubei Engineering University. The study establishes a systematic alignment mechanism between curriculum objectives, instructional implementation, and assessment strategies to ensure congruence with predefined learning outcomes, thereby enhancing educational quality. Employing mixed-methods research design, this investigation integrates structured focus groups, comparative curriculum analysis, independent samples t-tests, and learning outcome achievement evaluations. Empirical results demonstrate the model's efficacy in clarifying educational benchmarks, advancing learner-centered pedagogy, and maintaining assessment-competency consistency. The research contributes an operationalized OBE implementation framework for design disciplines, providing both theoretical advancement in competency-based education and actionable recommendations for curriculum optimization in applied arts programs.