This addresses the disconnect between external drivers for school–enterprise collaboration and internal motivation. Guided by systems theory and niche theory and driven by core values, the academy fosters “co‑research in technology, co‑integration of industry and academics, shared faculty, and jointly developed standards.” It has built a development model for the industry academy structured around “two main bodies, three centers, four bases, and five platforms.” This framework resolves issues in school–enterprise partnerships—such as unclear interests and misaligned external direction (from government, schools, social expectations) and enterprise-led internal drive.

To overcome the gap between talent training and production processes, the academy implements a “position-course-competition-certification” integrated approach, targeting four dimensions: training objectives, processes, systems, and evaluation. Students manage innovation societies in a real business-like setting and participate in project-based courses, integrated teaching and competition modules, maker projects, innovation engineering, skills contests, and result incubation—achieving a seamless link between education and industry.

To align courses with job requirements, the academy uses “job standards, technical standards, and product standards” as benchmarks, continuously monitoring industry trends and emerging technologies in new energy vehicles. It focuses on core roles such as battery, motor, and electronic control technicians, adapting courses into collaborative, project-based formats. Guided by leading industry standards, it has created a three-dimensional curriculum system, teaching norms, and content that organically integrate education with industry and promote the coordinated development of course groups and the new energy sector.

To ensure teaching content keeps pace with automotive innovations, the academy has developed “industry‑competition‑research‑innovation” practice resources. Leveraging national virtual simulation centers, key technical platforms in Guangdong and Shenzhen, and integrated education–industry bases, it coordinates teaching, production, competition, and R&D. Students build foundational skills in on-campus bases, specialized skills at integration bases, comprehensive skills in research centers, and innovation capabilities at corporate practice bases. A six-element practical teaching evaluation system ensures closed-loop management. Through a transformation pipeline from “industry competition–research–innovation projects → practical teaching projects,” elements from production workflows, competition protocols, R&D processes, and design pipelines have been integrated into teaching, ensuring classroom content stays synchronized with automotive technologies.