A Study on the Pathways for Teaching Reform in the “Supply Chain Management” Course in the Context of New-Quality Productive Forces

Abstract

The new quality of productive forces presents entirely new challenges to the competency structure of supply chain professionals. This paper systematically analyzes the prominent issues currently present in university “Supply Chain Management” courses across teaching philosophy, content, methods, assessment, ideological and political education, and industry-education integration. Guided by the concept of “new-quality education,” this paper constructs a systematic reform pathway encompassing six dimensions: shifting teaching objectives toward the integration of competencies and values; incorporating cutting-edge technologies into course content and ensuring dynamic updates; innovating teaching methods through a “human-machine collaboration + blended learning” model; implementing a value-added assessment system empowered by digital technology; naturally integrating ideological and political education throughout the course by focusing on the central theme of “supply chain security and responsibility”; and establishing a “government-university-enterprise” value co-creation platform through industry-education integration. Concurrently, this paper designs a collaborative support mechanism across four dimensions—organization, faculty, resources, and institutional frameworks—aiming to provide an operational theoretical framework and practical guide for the systematic reform of the “Supply Chain Management” course in the context of new-quality productive forces.