Research on Teaching Reform for Fundamentals of Innovation and Entrepreneurship Based on the OBE-BOPPPS Dual-Integration Model in the Context of Artificial Intelligence

As the new wave of technological revolution and industrial transformation deepens, technologies such as artificial intelligence, big data, and generative AI are profoundly reshaping social production methods and knowledge structures. Consequently, the talent cultivation objectives and teaching models of higher education are transforming. Against this backdrop, innovation and entrepreneurship education has been imbued with new contemporary significance. Its function has gradually shifted from merely providing employment guidance or entrepreneurial skills training to serving as a vital pillar for advancing the national innovation-driven development strategy, cultivating new productive forces, and nurturing interdisciplinary innovative talents. However, as a university-wide required general education course, “Fundamentals of Innovation and Entrepreneurship” still faces challenges in teaching practice. These include an overemphasis on knowledge transmission in teaching objectives, a lecture-dominated classroom organization, insufficient student engagement and practical experience, and an evaluation approach biased toward summative assessment. These issues make it difficult for the course to meet the real-world demands of the intelligent era for the competency structure of innovation and entrepreneurship talent. Outcome-Based Education (OBE) emphasizes learning outcomes as the guiding principle. By reverse-engineering teaching objectives, content, activities, and assessment methods to ensure consistency among instructional elements, OBE provides crucial theoretical support for shifting innovation and entrepreneurship courses from “what is taught” to “what students ultimately achieve.” The BOPPPS instructional model constructs a closed-loop classroom teaching process through six stages: introduction, objectives, pre-assessment, participatory learning, post-assessment, and summary. This effectively enhances classroom structure and student engagement, particularly suited for competency- and process-oriented courses. In the context of AI, integrating OBE principles with the BOPPPS classroom model not only clarifies competency-oriented objectives for innovation and entrepreneurship courses but also leverages intelligent technologies to support information retrieval, idea generation, solution iteration, and learning analytics. This enhances the operability and sustainability of teaching implementation and assessment. Based on this, this paper takes the “Fundamentals of Innovation and Entrepreneurship” course as its research subject, exploring teaching reform pathways under the dual-integration model of OBE-BOPPPS in the AI context. It aims to drive the course’s transformation from knowledge-oriented to competency-oriented and from outcome-based to process-based evaluation by reconstructing course objectives, optimizing classroom structure, and refining formative assessment mechanisms. This provides a replicable and scalable practical paradigm for teaching reform in university innovation and entrepreneurship courses.