Motivated by the new demands for engineering talent posed by the latest technological revolution and industrial transformation, along with the guiding principles of engineering education accreditation, this study explores teaching reform based on outcome-based education using the Electronic Technology course as a case study. To address existing challenges in teaching content, instructional models, and assessment systems, this study defined course objectives aligned with graduation requirements. A multidimensional curriculum encompassing foundational theory, cutting-edge extensions, and regionally relevant case studies was restructured. A blended learning model featuring three deeply integrated phases—“pre-class inquiry, in-class progression, and post-class extension”—was implemented alongside a diversified assessment system. Practice demonstrates that this reform effectively promotes the coordinated development of students’ knowledge, abilities, and competencies, enhances the alignment of course content with industry frontiers and regional demands, and provides a referenceable pathway for the construction of engineering foundation courses in applied undergraduate institutions in western China.