Addressing the issues of low learning autonomy and weak innovative awareness in the traditional “Bridge Seismic Design” course, this study, guided by the principles of “New Engineering + OBE + Curricular Ideology and Politics”, adopts a tripartite perspective (“Students - Teachers – Industry”) to identify core needs. It subsequently constructs a four-dimensional framework encompassing “theoretical teaching, engineering ethics, industry-education integration, and innovative practice”. By incorporating cutting-edge seismic technologies, implementing diverse teaching and assessment methods, and exploring a “Three-Integrations” model (integrating ideological and political education, science-education synergy, and industry-education collaboration), the reform achieves a synergy between knowledge impartation and value guidance. Practice demonstrates that these measures effectively enhance both teaching quality and students’ innovative capabilities, offering a valuable practical path and reference for cultivating new engineering talent in civil engineering.