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Cultivating Design Educators’ AIGC Technological Feedback Capacity under Industry–Education Integration 3.0: Constructing a University–Enterprise Collaborative Mechanism Based on the Dynamic Capabilities Model

Author(s)

Yingjun Xu*, Jia Fei

Affiliation(s)

Guangdong Technology College, Zhaoqing, Guangdong, China *Corresponding Author

Abstract

Industry–education integration has gradually shifted from resource linkage and project-based cooperation toward multi-actor co-creation, capacity synergy, and value symbiosis. Meanwhile, artificial intelligence-generated content (AIGC) is reshaping the knowledge production modes, creative generation mechanisms, and talent competency structures of the design industry. Focusing on how design educators can effectively transform AIGC technological experience generated on the industry side into capacities for teaching, research, and service to society, this study adopts dynamic capabilities theory as its analytical framework and integrates the TPACK model to construct the developmental logic of design educators’ AIGC technological feedback capacity. By combining literature analysis, questionnaire survey, and case analysis, this study examines the policy evolution of industry–education integration, the competency requirements generated by the incorporation of AIGC into design education, and the operational pathways of university–enterprise collaborative mechanisms. The findings indicate that the transformation of design educators’ competencies is reflected not only in improved tool-use proficiency but also in the systemic formation of technological sensing, pedagogical transformation, project integration, ethical judgment, and continuous reconfiguration capacities. Accordingly, this study proposes a university–enterprise collaborative mechanism composed of “opportunity sensing–resource integration–pedagogical transformation–outcome feedback–feedback-based reconfiguration,” and further advances supporting strategies in terms of resource sharing, incentive mechanisms, communication and coordination, and risk prevention and control. This study contributes to shifting the development of design educators’ competencies from experience-based individual improvement toward organized, institutionalized, and continuously iterative cultivation.

Keywords

Industry–Education Integration 3.0; AIGC Technology; Design Educators; Dynamic Capabilities; TPACK; University–Enterprise Collaboration

References

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