Dynamic knowledge graph-driven competency evolution framework: an intelligent integrated training approach to bridge educational fragmentation

Abstract

To tackle issues such as academic system fragmentation, curriculum repetition, and delayed talent development cycle in traditional segmented training, this paper explores the construction of a dynamic knowledge graph-driven “Three-Stage Goal-Oriented” undergraduate-graduate (UG-G) integrated training system. Through literature analysis and empirical research conducted at Beijing Institute of Technology’s “Xu Teli Talent Class”, the paper proposes a four-dimensional collaborative model encompassing of curriculum, practice, capability and management. The research findings indicate that this system, leveraging the cross-stage mapping and intelligent adaptation of knowledge graphs, reduces curriculum repetition rates, enhances student research engagement, and improves the efficiency of translating outcomes into practical applications. This effectively addresses the “capability vacuum” and resource waste issues inherent in segmented education. In the future, the optimization efforts will focus on deepening dynamic capability portrait driven by AI to achieve “one person, one policy” training, increasing participation rates in interdisciplinary virtual teaching and research offices to over 50%, expanding the coverage of digital ideological and political education cases to 70% within three years, and establishing a flexible credit banking system integrated with AI ethics. Meanwhile, the study recommends that educational departments issue technical standards for this integrated training, universities establish cross-departmental collaborative mechanisms, and enterprises co-develop dynamic project pools. A comprehensive evaluation system that integrates ideological and political education with professional development should also be established. This research provides a systematic solution for cultivating national strategic talents and holds significant has important theoretical and practical values for the supply-side reform of higher education.