On the basis of the enlightenment of international engineering education accreditation for the reform and development of higher education in China, combined with the important measures of the national “double first-class” construction, new challenges have been proposed for innovative talent cultivation among engineering majors in the context of promoting national development. These challenges also promote the reform of science-oriented courses among engineering majors. As a core mandatory course for engineering majors, biochemistry plays a crucial role in the entire educational process at universities, serving as a bridge between basic and specialized courses. To address challenges such as limited course resources, insufficient development of students’ advanced thinking and innovation skills, and overly standardized assessment methods, the bioengineering major from Guilin University of Technology restructured the biochemistry course content. A blended teaching model termed “three integrations, three stages, one sharing”, was implemented. This effort has yielded significant results, providing a research foundation for constructing an innovative talent cultivation system that is oriented toward industry needs within modern industrial colleges. It also offers valuable insights into and reference points for the cultivation of engineering talents and curriculum reform in local universities.

Currently, there is a significant gap between the training objectives and the actual situation of electromechanical talents in higher vocational colleges. Many teachers in electromechanical departments do not meet the required qualifications and are unable to adapt to the developments of the new era. The talent training mode is insufficiently comprehensive, and the criteria for talent assessment are not unified. In response to these issues, it is necessary to promptly change the mindset, innovate educational ideas, focus on the present while planning for the future, clarify training objectives, adopt a dual education model that integrates production and education, strengthen the faculty, utilize their potential, and improve the overall educational quality to provide guarantees for talent development.

With the continuous deepening of quality education and new curriculum reform, the integration of production and education, as a brand new educational concept, has been paid more and more attention, especially in various colleges and universities, where the integration of production and education has played an extremely important guiding role. The new business professional group established based on the integration of production and education can not only further deepen the cooperation between schools and enterprises, but also deepen the cooperation between schools and enterprises. An integrated and sustainable development path can also be built to the greatest extent possible. Therefore, the article first of all, based on the integration of production and education to build a new business professional group of the significance of in-depth analysis; On this basis, the main measures for the construction of new business specialty group based on the integration of production and education are put forward.

An extensive assessment index system was developed to evaluate the integration of industry and education in higher vocational education. The system was designed using panel data collected from 31 provinces in China between 2016 and 2022. The study utilized the entropy approach and coupled coordination degree model to examine the temporal and spatial changes in the level of growth of the integration of industry and education in higher vocational education, as well as the factors that impact it. In order to examine how the integration of industry and education in higher vocational education develops over time and space, as well as the factors that affect it, we utilized spatial phasic analysis, Tobit regression model, and Dagum’s Gini coefficient. The study’s findings suggest that between 2016 and 2022, the integration of industry and education in higher vocational education showed a consistent improvement in overall development. Nevertheless, there are still significant regional differences, with certain areas showing limited levels of integration, while the bulk of regions are either in a state of low integration with high clustering or low integration with low clustering. Most locations showed either a “low-high” or “low-low” level of agglomeration, indicating a significant degree of spatial concentration, with a clear trend of higher concentration in the east and lower concentration in the west. The progress of industrial structure and the degree of regional economic development have a substantial impact on the amount of integration of industry and education in higher vocational education. There is a notable increase in the amount of integration between industry and education in higher vocational education, which has a favorable effect. Conversely, the local employment rate has a substantial negative effect on this integration. Moreover, the direct influence of industrial structure optimization is restricted. The Gini coefficient of the development level of integration of industry and education in higher vocational education exhibits a slight rising trend. Simultaneously, there is a varying increase in the Gini coefficient inside the group and a decrease in the Gini coefficient between the groups. The disparities in the level of integration between Industry and Education in the provincial area primarily stem from inter-group variations across the locations. To promote the integration of industry and education in higher vocational education, it is recommended to strengthen policy support and resource allocation, address regional disparities, improve professional configuration, and increase investment in scientific and technological innovation and talent development.