Environmental design is a core professional in applied undergraduate art design programs, integrating artistry, technology, and practicality. Its core goal is to cultivate high-quality applied design talents that meet industry demands. Currently, the environmental design teaching in most applied undergraduate colleges suffers from disconnection between theory and practice, lagging courses, and fixed teaching models, resulting in insufficient student initiative in learning, weak practical ability, and low employment adaptability. This paper takes students from environmental design programs in multiple applied undergraduate colleges as the research subjects. Through questionnaire surveys, teacher-student interviews, and classroom observations, it systematically analyzes the learning status of students in the courses, summarizes existing learning and teaching problems, and delves into the causes of these problems. Based on the school's positioning of "emphasizing practice, strengthening application, and aligning with industries" in applied undergraduate education, it constructs a teaching reform path from four dimensions: curriculum system, teaching mode, practical teaching, and assessment and evaluation. The aim is to optimize the professional education system, enhance students' professional core capabilities, and provide a reference for improving the quality and efficiency of environmental design teaching and meeting the demands of industry talent.

Cheng Zhang. Research on the Learning Status of Students in Environmental Design Courses in Applied Undergraduate Colleges and the Path of Teaching Reform. International Journal of Big Data Intelligent Technology (2026), Vol. 7, Issue 2: 146-152. https://doi.org/10.38007/IJBDIT.2026.070215.

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