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This paper provides and illustrates a design-based learning (DBL) and outcome-based education (OBE) approach for fostering the innovation, practice, and autonomous learning ability of industrial engineering students. We performed two studies with on industrial engineering students in typical educational activities. The first study used a topic of "sheet metal parts turnover protection optimization" to explore the application effect of "DBL + OBE" and its shortcomings in the implementation process, so as to help students understand this new teaching method. Then, in order to verify the use effect of "DBL + OBE", the second study used the topic of "production line balance" to divide the students into an experimental class and a control class. The experimental class adopted the design learning teaching method, while the control class adopted the traditional teaching method. In order to verify the effectiveness of the proposed method, students and teachers were interviewed. It was found that the students in the experimental class were more outstanding in personal abilities, such as systematic thinking, independent innovation ability, etc. The results show that: the rational use of design-based learning and outcome-based education concept can stimulate students' interest in learning, cultivate students' team spirit, improve students' innovation ability, practical ability and problem solving ability, and cultivate "innovative talents" needed in the new era.

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The rapid advancement of technology, including the internet of things (IoT), industry 4.0, and smart cities, revealed an excess need for career-ready graduates. It is expected that a career-ready graduate is technically competent and possess professional skills acquired via the experiential learning incorporated into the curriculum. But the gap exists with the learners understanding of requirements and opportunities associated with graduate employability. In this research, we focus on evaluating the learners’ experiences, expectations, and perceptions of graduate employability in an engineering curriculum. In this research, the interpretations of students on the graduate employability and the extent of influence that exists based on the learning outcomes of the graduate course are examined. The gaps between the academic environment and graduate employability awareness are highlighted. Later, a national language processing-based sentiment analyzer is used to evaluate the student’s perceptions. Results from the analysis portrayed that the different levels of expectation and experiences that prevailed in the graduate course based on the conceptual idea of graduate employability need substantial focus in future curriculum development.