Recently, Liaoning Jianzhu Vocational College achieved phased results in the construction of the provincial-level teaching resource library for the Intelligent Construction Technology major. Closely following the national vocational education digitalization strategy, the college has coordinated the construction of the professional resource library, established a construction philosophy of "industry orientation, standard leadership, virtual-real collaboration, and data iteration," and through school-local enterprise collaborative construction and deep integration of online and offline scenarios, built an integrated digital education new paradigm of "online resource library + offline virtual training room." This exploration aims to solve the teaching pain points in the intelligent construction industry, such as high training costs, high safety risks, and difficulty in replicating on-site scenarios, thereby improving the quality of professional talent cultivation.

Digital resource co-construction and sharing is regarded as the core carrier for the quality improvement and upgrading of vocational education majors. Relying on a multi-party collaborative construction mechanism, Liaoning Jianzhu Vocational College links the online resource platform with offline training bases, systematically building a virtual-real integrated construction system that includes a professional talent cultivation system, course knowledge graphs, granular digital resource matrices, and virtual training carriers, comprehensively consolidating the digital education foundation for the intelligent construction major. Currently, the platform has accumulated 3,315 registered users, collected 2,145 granular teaching materials, and retained over 1.21 million operation logs. The adaptability of professional talent cultivation and the service capability for the regional construction industry have been significantly improved.

In terms of the professional talent cultivation system, the college has built a "1+2" professional talent cultivation system with Intelligent Construction Technology as the core, linked with two supporting majors: Construction Engineering Technology and Construction Engineering Supervision. It has developed three localized talent cultivation plans and published them on the ICVE platform. Each major has unified training objectives, credit hour allocation, practical training components, and graduation assessment standards, and is synchronized with the practical training hours of the virtual training room. At the same time, relying on a co-construction team of schools, enterprises, and inter-school collaboration, the talent cultivation standards are dynamically revised, and teaching content is updated in line with new industry technologies and processes, opening up the connection channel between talent cultivation and industrial job demands, and solidifying the top-level foundation of digital education.

In terms of course construction, the college has built a course system according to the professional group architecture of "low-level sharing, mid-level separation, high-level mutual selection," and constructed a visual knowledge graph on the platform, precisely corresponding to course knowledge points, skill points, practical training projects, and employment positions. The co-construction team has collaboratively developed 17 standardized courses, covering core and basic courses of the three majors, and integrated high-quality online courses and digital resources supporting the "14th Five-Year Plan," achieving cross-major sharing of general courses, job adaptation of core courses, and autonomous elective of expansion courses, effectively solving the problems of overlapping traditional course content and lagging frontier content.

Focusing on digital resource supply, the college has joined forces with enterprises to develop six categories of teaching materials, accumulating 2,145 granular resources, including videos, images, PPTs, animations, micro-lectures, texts, and other types. In terms of resource structure, the college strictly controls the proportion of static materials, increases the supply of cutting-edge simulation resources such as construction robots, digital twins, and AI smart construction sites, and establishes a regular resource update and iteration mechanism to ensure that teaching content always keeps pace with the latest developments in the digitalization of the construction industry.

In terms of virtual-real integrated practical training, the college and enterprises have collaboratively built a standardized intelligent construction virtual training room, fully covering core training scenarios such as prefabricated construction, intelligent surveying, and smart construction site management. Through the online-offline integrated training teaching organization method, it provides practical support for reducing training costs, reducing safety risks, and improving training accessibility, and also enables students to complete more skill training close to real engineering environments on campus.

The practice of Liaoning Jianzhu Vocational College shows that virtual-real integrated digital construction effectively breaks down resource barriers between schools and enterprises, not only solving practical problems in intelligent construction professional training teaching, but also further improving the matching degree between professional talent cultivation and regional construction industry demands, providing replicable experience for similar colleges to carry out professional resource library construction and digital transformation.

As the national vocational education digitalization strategy continues to advance, the provincial-level teaching resource library for Intelligent Construction Technology will continue to leverage the synergistic advantages of online resources and offline training, continuously enrich cutting-edge course content and simulation resources, and provide stronger support for cultivating high-quality technical and skilled talents adapted to the digital and intelligent development of the construction industry.