Under the framework of "New Liberal Arts," disciplines in art and design, as vital components of the humanities, require strategic planning and top-level design at a higher level. The realization of their value lies in integrating industry-academia collaboration into real-world commercial development, transforming them into tangible productivity. Currently, business-oriented universities possess unique advantages in merging business with art and design disciplines. These institutions must break away from traditional fragmented training models that either prioritize art over business or vice versa, embedding the concept of "art-business integration" into their talent development systems.

This article explores the integration of artistic design theory and business practice in the core theoretical course *Introduction to Design*, offering new insights for teaching reform and innovation in business schools.

The national New Liberal Arts education philosophy, centered on "interdisciplinary integration, innovation empowerment, and value guidance," provides fundamental direction for curriculum reform in design-related theoretical courses at business universities. Wenzhou Business College, a business-oriented institution in southeastern Zhejiang, leverages its strengths in business to enhance design disciplines. For instance, its School of Media, Design, and Art has implemented an applied teaching model reform called "Art-Business Integration: Three Innovations in One."

Under this framework, foundational courses like *Introduction to Design* urgently need to restructure their curricula around a dual-core system of "artistic literacy and business thinking," shifting from mere knowledge dissemination to interdisciplinary skill development. This transformation highlights the strategic value of New Liberal Arts education in cultivating innovative, cross-disciplinary talent.

**Current Challenges in *Introduction to Design* at Business Universities** As a core course in art and design, *Introduction to Design* explores design phenomena, fundamental principles, and laws, providing theoretical and introductory knowledge on design-related topics. Despite its mission to build design cognition and interdisciplinary thinking, the course faces multiple challenges:

1. **Rigid Content Focused on Pure Art Perspectives**: Most curricula emphasize design history and aesthetic principles, neglecting the transformation of design value. Theoretical lectures dominate, with limited integration of commercial applications like brand design, user experience, and digital cultural innovation.

2. **Outdated Teaching Methods**: Traditional one-way instruction lacks interactive practices, case studies, or project-based learning (PBL), resulting in insufficient cultivation of students' innovative and business thinking. While some institutions have experimented with PBL or corporate mentorship, widespread adoption remains limited.

3. **Evaluation System Lag**: Assessments primarily test memorization, lacking process-oriented or multi-dimensional evaluations. External stakeholders, such as businesses and users, are rarely involved, making it difficult to measure students' interdisciplinary and practical business skills.

4. **Faculty Limitations**: Most instructors come from art backgrounds, lacking interdisciplinary knowledge in business, management, or marketing. Though some universities have improved faculty capabilities through cross-disciplinary training, corporate internships, and teaching research communities, deeper transformation is still needed.

**Reform and Innovation Pathways for *Introduction to Design*** 1. **Dual-Core Curriculum: Artistic Literacy + Business Thinking** To address the overemphasis on pure art and theory, a dual-core system integrating artistic literacy and business thinking is essential. Reforms should adjust course syllabi to emphasize the commercial application of theoretical knowledge. For example, new case studies could include topics like "design-driven brands," "social innovation design," and "sustainable business models," featuring companies like DJI, Apple, and Alibaba Cloud. Emerging themes like "digital design ethics," "metaverse design ecosystems," and "AI design tools" can enhance students' commercial insight into new technologies and trends.

2. **PBL Methodology in Design Theory Courses** To counter passive learning, PBL methods should be adopted. Utilizing practical bases such as the "Commercial Port Culture New Media Research Center" or "Wenzhou Advertising Research Institute," real-world projects like "Wenzhou Local Brand IP Design" or "Visualization of Wenzhou’s Commercial Port Culture" can guide students through the entire process from theory to practice. Collaboration with business programs can introduce tools like "design entrepreneurship simulations" or "brand marketing sandboxes," allowing students to experience the impact of design decisions in virtual business environments.

3. **Outcome-Oriented Evaluation System** A multi-dimensional evaluation framework should assess "knowledge comprehension, practical skills, business thinking, and innovative outcomes." External evaluators, such as corporate mentors, can participate. Process-based evaluations—like design research, planning, and project presentations—should track student growth. Encouraging students to convert coursework into patents, competition awards, or startups shifts the focus from results to capability development.

4. **Enhancing Faculty Business Knowledge** Cross-disciplinary training in design thinking, business planning, and user research can address instructors' knowledge gaps. Corporate internships for faculty and the formation of teaching research communities can further bridge art and business, fostering instructors with "design expertise, business acumen, and innovative prowess."

Business universities should integrate professional education with innovation and entrepreneurship, transforming courses from "knowledge灌输" to "capability cultivation." By restructuring curricula, revamping teaching methods, diversifying evaluations, and enhancing faculty expertise, institutions can nurture versatile talent with both creative and commercial insight, meeting the demands of the new era and amplifying the value of design theory in the business world.