A Dual-Driven Teaching Reform for the Business Intelligence Course: Integrating Scenario-Based Learning and Industry-Education Collaboration

JCER

Journal of Contemporary Educational Research

2208-84662208-8474

Bio-Byword Scientific Publishing Pty. Ltd.

10.26689/jcer.v10i3.14364

Article

A Dual-Driven Teaching Reform for the Business Intelligence Course: Integrating Scenario-Based Learning and Industry-Education Collaborationhttps://artdesignp.com/journal/JCER/10/3/10.26689/jcer.v10i3.14364BaoShiqi

2026

103

2026-04-03

As the digital economy reshapes enterprise operations, the convergence of business intelligence and artificial intelligence (AI) drives demand for professionals combining business acumen with technical expertise. The Business Intelligence course faces persistent challenges: technical instruction disconnected from business contexts, superficial AI integration, and practical training misaligned with industry needs. Drawing on teaching reform literature, this paper proposes a dual-driven framework integrating scenario-based teaching with industry-education collaboration. The model spans four dimensions—curriculum content redesign, instructional innovation, multi-tiered practical training, and evaluation refinement—each discussed with implementation strategies. The approach embeds AI technologies within authentic business scenarios, aiming to cultivate interdisciplinary talent equipped for evolving industry demands.

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