Experimental Technology and Management

“一带一路”共建国家面临农业转型与专业人才匮乏的双重挑战，传统农业教育存在课程衔接不足、资源调配低效、文化认知偏差等问题。文章详述了作物学“一带一路”联合实验室“三维四阶”创新人才培养模式：“三维”课程体系从知识筑基、能力进阶、文化赋能三方面，融合前沿理论与实践，提升学生专业素养与跨文化能力；“四阶”递进培养阶段通过基础入门、技能提升、综合应用与创新拓展，逐步强化学生解决实际问题的能力。同时，搭建三级联动实践体系，打通“研-学-用”全链条，促进科研成果转化。实践表明，该模式通过课程动态化、资源智能化等举措，有效解决现存问题，为国际农业合作培养复合型人才。该模式未来将拓展至多个领域，深化国际教育合作。

[Objective] Against the backdrop of global economic integration and the in-depth advancement of the Belt and Road Initiative, international agricultural cooperation has recently emerged as a vital link for developing countries along various routes. However, these nations are facing a dual challenge: the urgent need for agricultural modernization and a critical shortage of professional expertise. Traditional agricultural education suffers from structural issues, including insufficient curriculum articulation, inefficient resource allocation, and cultural cognitive biases, which fail to meet the demand for the array of skills required in international agricultural cooperation. Hence, this study focuses on the field of crop science, utilizing a joint laboratory platform and aiming to develop an innovative talent cultivation model that facilitates cooperation between agricultural science and technology under the Belt and Road Initiative. Through systematic reform, it aims to enhance the professional capabilities, practical skills, and cross-cultural literacy of students, thereby cultivating high-quality specialists for international agricultural cooperation. [Methods] This study constructs a “Three-Dimensional, Four-Stage” innovative talent cultivation model for the Belt and Road Joint Laboratory of Crop Science. Centered on three core dimensions, the curriculum system integrates cutting-edge agricultural theories and practical courses to cultivate students' professional competencies and cross-cultural communication skills. Knowledge Foundation: Advanced theories in crop genomics and digital agriculture are integrated using bilingual instruction and massive open online courses(MOOCs), with foundation courses in crop physiology and ecology strengthening students' professional grounding and international academic communication. Competency Advancement: A capability matrix encompassing scientific research, technical transfer, and international negotiation is established. Project-based learning, including AI-assisted breeding projects, is implemented to cultivate students' full-chain capabilities from laboratory research to industrial application. Cultural Empowerment: Courses such as “Comparative Study of Farming Civilizations,” combined with overseas field investigations and scenario simulations, enhance students' cross-cultural collaboration and international policy interpretation skills. The “Four-Stage” progressive cultivation path systematically improves students' ability to address practical agricultural problems through the following sequential phases: Basic Introduction—building a cognitive framework with standardized courses and basic experiments; Skills Enhancement—conducting complex experimental projects leveraging platforms such as molecular biology laboratories; Comprehensive Application—engaging in transnational breeding projects and regional agricultural engineering initiatives to integrate multidisciplinary knowledge; Innovation Expansion—exploring cutting-edge fields such as vertical agriculture and carbon sequestration to generate patents and policy recommendations. Additionally, a practical three-level linkage system, comprising campus smart farms, overseas joint experimental stations, and virtual simulation platforms, would be established to connect the entire research, learning, and application process, thereby facilitating the transformation and application of scientific research achievements. [Results] This model effectively alleviates the deficiencies of traditional agricultural education using strategies such as dynamic curriculum adjustment mechanisms and intelligent resource allocation, and the professional skills and cross-cultural collaboration abilities of students have improved significantly. With these cultivated talents, they can better adapt to the needs of international agricultural cooperation, promoting the transformation of scientific research achievements into practical productivity. [Conclusions] The Three-Dimensional, Four-Stage model constructed in this study provides a replicable talent cultivation paradigm for international agricultural cooperation under the Belt and Road Initiative. Its innovation lies in the deep integration of professional education with cross-cultural training, and scientific research with industrial application. In the future, a long-term follow-up evaluation will be necessary to assess the model's long-term impact on students' career development. The model should be expanded to fields such as animal husbandry and food science. Meanwhile, current plans include developing a meta-virtual laboratory platform and establishing a Belt and Road Agricultural Education Alliance to further integrate international resources and promote in-depth global agricultural education and scientific and technological cooperation.