Development of a Training Program Management Model on Landscape Design under Digital Technologies at Universities in Hubei, China
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Abstract
Background and Aim: With the rapid advancement of digital technologies, traditional landscape design education faces increasing pressure to transform. In particular, the need for improved teaching effectiveness, integration of industry-standard tools, and project-based learning has grown significantly in Chinese higher education. This study aims to develop and evaluate a project management-based training model for landscape design under digital technologies, focusing on universities in Hubei Province. The objective is to enhance instructional strategies, align education with practical needs, and improve students’ technical and collaborative competencies.
Materials and Methods: The study employed a mixed-methods approach conducted in three phases. In Phase 1, a questionnaire survey involving 376 students and 158 teachers/administrators across 30 universities in Hubei was used to assess current conditions and expectations for digital landscape design training. In Phase 2, a project management model was constructed and tested using statistical tools such as Priority Needs Index (PNI), confirmatory factor analysis (CFA), and structural equation modeling (SEM). In Phase 3, the model was evaluated through experimental teaching (n=50), independent sample t-tests, and expert focus group meetings to assess its effectiveness.
Results: The PNI analysis revealed significant gaps between the current and expected status of training in areas such as technical skills (PNI = 0.284) and communication (PNI = 0.273). SEM confirmed that project management positively influenced digital landscape teaching (β = 0.822), which in turn impacted student performance (β = 0.847). Experimental class students achieved significantly higher mean scores (85.76) than the control group (77.68), with p < 0.01. Expert interviews further validated the model’s effectiveness in improving learning outcomes, resource allocation, and teaching efficiency.
Conclusion: The proposed project management model under digital technologies significantly enhances the teaching and learning of landscape design in higher education. It addresses key deficiencies in current practices by promoting real-world application, digital fluency, and student engagement. The model offers a replicable framework for other institutions seeking to modernize landscape design education through structured, technology-integrated, and outcome-oriented strategies.
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