Dual-Innovation Engineering Education via Competition-Teaching Integration

This study presents an ICT-supported competition–teaching integration model to cultivate engineering students' innovation and entrepreneurship competencies. A 12-month quasi-experiment across two Chinese universities (N = 242) combined constructivist course design with staged competitions and learning-analytics dashboards. Results show significant improvements over traditional instruction in creative-thinking (+12.2%), practical ability (+11.1%), teamwork (+8.2%), and project-delivery (+13.6%), with inflection points aligning to competition milestones. The model supplies a concise, data-driven blueprint for embedding entrepreneurial learning into engineering curricula.