The transformation of steel structure education within regional applied higher education institutions is essential. This study employs the Outcome-Based Education (OBE) framework to assess and synthesize the current pedagogical landscape of steel structure courses. Reflecting on the historical context and present state of these institutions, the analysis identifies several key challenges: a scarcity of specialized faculty, a diverse student body with varying levels of preparedness; foundational courses that are underdeveloped and advanced courses that are perceived as difficult. The paper encapsulates the current state of steel structure education with the following observations: a limited number of highly specialized instructors and a broad array of students with diverse backgrounds; foundational courses that are inadequate and specialized courses that are challenging; outdated teaching philosophies and a lack of student engagement; and a deficiency in classroom professionalism. To address these issues, the paper proposes foundational principles for curriculum and teaching reform, emphasizing the systematic renewal of educational philosophies, continuous teacher development, the adoption of practical and engaging teaching methods, and the cultivation of professional and marketable skills. Using the steel structure course at the author's institution as a case study, the paper elaborates on the proposed principles of teaching reform, which include the modernization of educational paradigms, the pursuit of ongoing teacher learning, the implementation of pragmatic and interesting teaching strategies, and the development of professional and effective educational outcomes.