Abstract

This study aimed to investigate the current situation and expectations of landscape design students, teachers and administrators regarding training programs under digital technologies at universities in Hubei, China, to develop a program management model, and to evaluate its effectiveness. A total of 376 landscape design students and 158 teachers and administrators participated. Data were collected through quantitative surveys and qualitative interviews, and analyzed using percentage calculations, means, standard deviations, the Modified Priority Needs Index (PNI Modified), and Confirmatory Factor Analysis (CFA) via AMOS to identify significant variables. The findings revealed three key outcomes: 1) A significant gap exists in the integration of digital technology and program management skills among landscape design students; 2) Thirteen program management factors—Organizational Strategy, Team Building, Technological Skills, Communication, Learning Outcomes, Software Applications, Online Learning resources, Collaboration, Assessment and Feedbacks, Aesthetics, Function of Landscape Design, Ecosystem, and Culture—significantly influence students’ learning experiences in landscape design; and 3) Implementing a program management model that integrates digital technologies significantly enhances students’ digital skills, thereby improving their professional competencies and employability. This research addresses the critical gap in digital operational skills within landscape design education and offers practical insights for enhancing program management education in the field.

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