Constructing and Implementing a “Three- Tiered Progression” Practical Teaching Model for Animation-Related Majors: A Case Study of Shenzhen Polytechnic University

Kan Yuan, Chen Chen, Ken Wang

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¹ School of Digital Media, Shenzhen Polytechnic University, Shenzhen, China,

² School of Undergraduate Education, Shenzhen Polytechnic University, Shenzhen, China,

erd 2025 , 7(10), 139–146; https://doi.org/10.26689/erd.v7i10.12079

© 2025 by the Authors. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License ( https://creativecommons.org/licenses/by/4.0/ )

Abstract

Amid the rapid expansion of the digital creative industry and continuous advances in technologies such as artificial intelligence, the animation sector increasingly requires practice-oriented, technology-integrated, and cross-disciplinary talent. However, higher vocational programs in animation still face persistent challenges. On the one hand, curricular frameworks are often “broad but shallow,” weakening teachers’ and students’ capacity to translate knowledge into industry practice. On the other hand, traditional course content has been slow to incorporate emerging technologies such as AI-generated content (AIGC), limiting the production of high-level innovative outcomes. This paper analyzes these challenges in current animation education and proposes reform directions.

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