Advancing Outcome-Based Education Through Student Engagement and Computational Innovation: A Case Study in Number Theory and Combinatorics

Authors

  • Hui Li Department of Computer Science and Technology, Beijing University of Chemical Technology, Beijing 100029, China Author
  • Shining Yu Department of Computer Science and Technology, Beijing University of Chemical Technology, Beijing 100029, China Author
  • Yichi Zhang Department of Computer Science and Technology, Beijing University of Chemical Technology, Beijing 100029, China Author
  • Chenlong Liu Department of Computer Science and Technology, Beijing University of Chemical Technology, Beijing 100029, China Author

DOI:

https://doi.org/10.65638/2978-5634.2025.01.01

Keywords:

Outcome-based education, Curriculum design, Knowledge graph, Mathematical statistics

Abstract

We present a comprehensive case study of implementing Outcome-Based Education (OBE) in the “Number Theory and Combinatorics" course for computer science majors. By systematically aligning curriculum design, assessment methods, and teaching strategies with clearly defined learning outcomes, we show the case how OBE principles can be effectively operationalized in STEM education. The reform integrates advanced computational technologies—including self-developed knowledge graphs for conceptual structuring and data-driven visualization tools for performance analytics. Through multi-dimensional assessment and active learning initiatives, students are transformed from passive recipients into active co-creators of the educational process.

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Published

2025-07-18

Issue

Vol. 1 (2025)

Section

Articles