Abstract: With the deepening transformation of the transportation industry towards intelligence and low-carbon development, the structural contradictions of traditional education models in cultivating innovative capabilities have become increasingly prominent. This paper proposes a “dual-driven four-dimensional” innovative capability training model integrating science-education and industry-education collaboration. By transforming scientific research achievements into teaching resources through the integration of science education and research, this model strengthens innovative thinking training. Meanwhile, it aligns with industrial demands through industry-education integration to enhance practical application capabilities. The implementation spans four dimensions: (1) constructing university-enterprise collaborative education platforms to integrate resources inside and outside the university; (2) reconstructing a curriculum system integrating dual elements of scientific research and industry; (3) implementing a dual-tutor system to promote bidirectional mobility of teaching staff; (4) establishing a diversified, process-oriented evaluation system. The study shows that this model stimulates students'intrinsic innovation motivation through real problems, real projects, and real environments, significantly improving their complex problem-solving abilities and industrial adaptability. It provides a reference for innovative education reforms in transportation engineering programs.

Key words: New engineering, Science-education integration, Industry-education integration, Transportation engineering, Innovative capability, Cultivation model