Innovation Pathways for Educating Engineering Supervision Professionals in Contemporary Educational Contexts

Driven by the pursuit of high-quality development, carbon reduction goals, and the digital transformation of the construction sector, engineering supervision is evolving from conventional quality-and-schedule control toward comprehensive services characterized by whole-process consulting, risk governance, and digital collaboration. In parallel, contemporary educational environments are shifting from knowledge transmission to competency-oriented and context-based learning, with growing emphasis on outcomes-based education (OBE), project-based learning (PBL), and industry-education integration. This paper, taking education as the focal theme and engineering supervision as the professional background, examines persistent gaps in current supervision education, including outdated curricula, insufficiently authentic practice settings, weak digital tool adoption, and inadequate integration of ethics, safety culture, and sustainability perspectives. A competency-context-assessment integrated framework is proposed, alongside implementable reform pathways such as modular curriculum redesign, project-threaded authentic practice, co-teaching through dual mentors from academia and industry, digital supervision supported by virtual simulation, embedded regulatory and ethical reasoning, and evidence-based multi-source assessment. The study provides actionable references for universities and vocational institutions to enhance graduates' readiness for future engineering supervision