Author(s)

Xinxin Lv ¹, Wen Li ², Min Zhang ³

Affiliation(s)

¹ School of Information Science and Engineering, Zhejiang Sci-Tech University, Hangzhou, 310018, China
² China Software Testing Center, Beijing, 102206, China
³ Zhejiang Changfa Cereals Oils and Foods Co., Ltd., Quzhou, 324200, China

Corresponding Author

Xinxin Lv

ABSTRACT

The new power system changes protection objects, fault characteristics, and operating modes, requiring students to integrate fault analysis, protection configuration, relay setting, and field troubleshooting. Existing instruction often fragments knowledge, obscures operating mechanisms, separates theory from engineering practice, and relies on outcome-only assessment. This paper proposes a digital-intelligence-driven reform pathway for the Relay Protection Technology course. The pathway retains conventional protection principles while reorganizing objectives, content, methods, faculty collaboration, instructional support, and assessment around engineering competence. It also develops a smart classroom based on a course knowledge graph, a fault-case repository, a relay-setting task repository, and a virtual-real laboratory repository. These resources support visualization, data-based fault reasoning, setting verification, and process evaluation. The framework provides a practical route from knowledge transmission to protection-scheme design and engineering competence under Emerging Engineering Education.

KEYWORDS

Digital-Intelligence-Based Teaching; Relay Protection Technology; Emerging Engineering Education; Knowledge Graph

CITE THIS PAPER

Xinxin Lv, Wen Li, Min Zhang. Digital-Intelligence-Driven Teaching Reform of the Relay Protection Technology Course. Curriculum and Teaching Methodology (2026). Vol. 9, No. 4, 141-147. DOI: http://dx.doi.org/10.23977/curtm.2026.090420.

REFERENCES

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