Strategies to Improve Digital Competency of Management Students in the Context of Employment Stability: Taking the Curriculum Reform of Management Information Systems as an Example

Driven by the employment stabilization strategy and the rapid development of the digital economy, enterprises increasingly demand hybrid “business-technology” management professionals. However, the traditional Management Information Systems course fails to support high-quality employment due to theory-practice disconnection, student technophobia, and mismatched evaluation metrics. To address these challenges, this study proposes a systematic reform based on the Outcomes-Based Education (OBE) philosophy. First, driven by the philosophy of differentiated competition, the reform cultivates “business-savvy and technologically literate” talents by utilizing interdisciplinary integration and real-life scenario-based teaching to concretize abstract knowledge. Second, a four-dimensional upgrade in teaching content, such as reorganizing the content of theory, innovating teaching experiments, integrating industry frontiers, and promoting academic competitions, is implemented. Finally, unlike the teacher-centric approach for the evaluation of teaching quality, a dual assessment framework is established to evaluate students’ digital competency. This reform offers a theoretical and practical paradigm for the digital transformation of management curricula under the “New Liberal Arts” initiative.