Science competition-driven teaching optimization for mining engineering

Under emerging engineering education (3E) initiatives, mining engineering education faces industrial upgrading challenges as traditional models lag in cultivating innovative talent. This paper focuses on science and technology competition-driven optimization, identifying key issues: outdated objectives/curricula, weak practical training, and faculty/methodology gaps. Analyzing competition-education synergies, it proposes strategies: embedding competition elements into courses, developing specialized electives, and creating diverse assessments. Measures include converting competition projects into practical tasks and enhancing university-enterprise practice bases. Empirical evaluation-via student work analysis, academic performance comparison, and faculty adjustments-validates improved teaching quality and student professional competence. This framework offers a robust model for mining engineering education reform.