Accordingly, it is recommended that, under the leadership of the relevant authorities, reforms of the higher and vocational education systems be accelerated. This includes revising existing majors and curricula, expanding the training of digital‑technology professionals, and establishing programs in areas such as digital, intelligent, and connected vehicles—primarily to cultivate multidisciplinary talent needed by the industry—and implementing deep integration between industry and education as well as cross‑sectoral collaboration.

China’s training of multidisciplinary medical professionals continues to face the following challenges: First, the traditional education model fails to adequately meet the nation’s pressing demand for such talent, necessitating an urgent reform of the discipline‑centered approach. Second, existing mechanisms are ill‑suited to interdisciplinary training, requiring a comprehensive overhaul of the curriculum, faculty composition, and research‑practice programs. Third, the current support system for talent development is not conducive to cultivating multidisciplinary medical professionals; it is imperative to dismantle administrative barriers and address key bottlenecks, including insufficient platform integration and a reliance on single‑dimensional evaluation.

Explore diversified, multidisciplinary models for cultivating engineering and technological talent. In response to the development needs of the digital economy era, further investigate diversified training approaches such as dual-degree programs and major–minor combinations, thereby establishing a completely new system for nurturing engineering and technological professionals. It was pointed out.

Technological breakthroughs have ushered in profound transformations across societal development. In the current international context, the rapid advancement of industrial technology has placed increasingly stringent demands on professionals in the field of modern architecture. Consequently, the talent‑training system for architectural programs at universities must undergo continuous refinement and upgrading. Compared with traditional architectural professionals, those operating within the framework of contemporary architecture require a more specialized foundation of knowledge, robust practical skills, innovative thinking, strong professional ethics, and a commitment to lifelong learning—qualities that together define a versatile, multidisciplinary profile. The socio‑economic progress of any society depends crucially on the support of skilled architectural professionals. As the primary institutions for cultivating such talent, universities are well positioned to forge, in the new era, an entirely new talent‑development model grounded in the principles of modern architecture. This represents both an inevitable trend of our times and an essential choice for universities seeking to fulfill their mission.

Firmly establish the central role of talent cultivation. Uphold the effectiveness of fostering virtue and cultivating people as the fundamental criterion for evaluating all aspects of the university, and build an educational system that nurtures students’ moral, intellectual, physical, aesthetic, and vocational development. Centered on promoting students’ sound physical and mental health, and guided by a holistic approach to education, advance the development of ideological and political education, disciplinary frameworks, teaching systems, textbook programs, and management structures, taking the lead in establishing high‑quality undergraduate education and world‑class graduate programs. Improve the long‑term mechanism for building teachers’ professional ethics and conduct, strengthen education on academic integrity, and leverage the cultivation of exemplary teaching practices to foster and reinforce a positive academic culture. Enhance collaborative education among universities, research institutes, and industry enterprises; support and encourage joint graduate‑training initiatives; deepen the integration of industry and education; establish national bases for industry‑education‑integrated talent development; demonstrate innovative models of education; and enhance the capacity to cultivate innovative, application‑oriented, and multidisciplinary talents.