Exploration of the “Three-Dimensional Integration and Dual-Wheel Drive” Project-Based Practical Teaching Model—Taking the Construction of an International Business Course Group as an Example

To address the pain points in international economics and trade talent training, such as fragmented courses, disconnection between theory and practice, and insufficient technological empowerment, and to meet enterprises’ demands for “cross-boundary, data-driven, and scenario-based” talents in the era of digital trade, this study explores the construction of a “three-dimensional integration and dual-wheel drive” project-based practical teaching model. With the entire international business process as the logical mainline, the model systematically integrates six core courses, including International Business, International Marketing, Business and Economic Statistics, International Business Data Mining and Analysis Training, International Marketing Strategic Planning and Scheme Formulation Training, and Export Commodity Exhibition and Trade Negotiation. It forms a “three-dimensional integration” framework featuring horizontal curriculum collaboration, vertical competency progression, and the integration of virtual and physical scenarios, supplemented by a “dual-wheel drive” mechanism consisting of an internal cycle of discipline competitions and an external cycle of enterprise needs. The implementation paths include the construction of the course group system, hierarchical project design, AI-enabled integration of virtual and physical teaching, and the establishment of an industry-university collaborative education mechanism. Practice has shown that this model effectively improves students’ professional competencies, achieves precise alignment between talent training and industrial needs, and provides a replicable and promotable practical paradigm for teaching reforms in similar majors.