In the context where the digital economy has deeply permeated the education sector, traditional data models and decision-making courses are facing structural challenges such as theoretical disconnection from practice, isolated teaching resources, and a single evaluation system. This paper proposes a curriculum innovation model driven by "platform empowerment" and "ecological collaboration": the former focuses on the technical empowerment path of intelligent teaching platforms, covering learning data collection, adaptive push, and simulation experimental environments; the latter emphasizes the collaborative construction of a multi-agent ecological network, integrating resources from universities, enterprises, government, and industries. At the theoretical level, this paper integrates constructivist learning theory, connectionist theory, and complex adaptive system theory, forming a "perception - modeling - decision-making - feedback" four-loop learning cycle. At the practical level, based on the teaching framework of PowerBI, Python ecosystem, and "cloud sandbox construction" three-layer technology stack, and designing a "project-based + competition-based + certification-based" tripartite-driven evaluation system. Empirical studies show that this model can significantly enhance students' data thinking ability, interdisciplinary collaboration ability, and complex decision-making ability, providing a promotable paradigm reference for the digital transformation of higher education.

Xinna Zhao, "Platform Empowerment" and "Ecosystem Synergy": Construction of an Innovative Model for the Data Modeling and Decision-Making Course Platform Empowerment and Ecosystem Collaboration. International Journal of Educational Innovation and Science (2026), Vol. 7, Issue 1: 32-44. https://doi.org/10.38007/IJEIS.2026.070105.

[1] Wu, X. D., Li, Y., Wu, B., et al. (2020). Top ten algorithms of data mining. Beijing: Tsinghua University Press. (in Chinese)

[2] Mei, C., Zhang, M., & Wang, L. (2022). Practical research on project-based learning in data analysis courses. Journal of Higher Education, 43(5), 78–86. (in Chinese)

[3] Ministry of Education of the People’s Republic of China. (2021). Action plan for the digital transformation of institutions of higher education (2021–2025). Beijing: Ministry of Education of the People’s Republic of China. (in Chinese)

[4] Sharda R, Delen D, Turban E. Business Intelligence, Analytics, and Data Science: A Managerial Perspective (4th ed.)[M]. London: Pearson, 2018.

[5] Siemens G. Connectivism: A Learning Theory for the Digital Age[J]. International Journal of Instructional Technology and Distance Learning, 2005, 2(1): 3-10.

[6] Holland J H. Adaptation in Natural and Artificial Systems[M]. Cambridge, MA: MIT Press, 1992.

[7] Provost F, Fawcett T. Data Science for Business: What You Need to Know about Data Mining and Data-Analytic Thinking[M]. Sebastopol: O'Reilly Media, 2019.

[8] Daradoumis T, Bassi R, Xhafa F, et al. A Review on Massive E-Learning (MOOC) Design, Delivery and Assessment[J]. International Conference on P2P, Parallel, Grid, Cloud and Internet Computing, 2019: 208-213.

[9] Fredricks J A, Blumenfeld P C, Paris A H. School Engagement: Potential of the Concept, State of the Evidence[J]. Review of Educational Research, 2004, 74(1): 59-109.

[10] McKinsey Global Institute. The Age of Analytics: Competing in a Data-Driven World[R]. New York: McKinsey & Company, 2023.

[11] Corbett A T, Anderson J R. Knowledge Tracing: Modeling the Acquisition of Procedural Knowledge[J]. User Modeling and User-Adapted Interaction, 1994, 4(4): 253-278.

[12] Zheng, Y. H., Wang, Y. H., & Li, Y. (2022). Research on curriculum reconstruction path under the background of smart education. China Educational Technology, (8), 1-9. (in Chinese)

[13] Zhu, Z. T., & Peng, H. C. (2022). Technology-enabled educational innovation: Problems, framework and paths. China Educational Technology, (1), 1-10. (in Chinese)

[14] Vygotsky L S. Mind in Society: The Development of Higher Psychological Processes[M]. Cambridge, MA: Harvard University Press, 1978.

[15] Chen, L., Lu, X., & Zheng, Q. H. (2019). New propositions of distance education in China in the "Internet+" era[J]. E-education Research, 40(4), 10-17. (in Chinese)