China’s civil engineering sector is undergoing an intelligent, green, and international transformation, and construction engineering scenarios are becoming increasingly complex, which places higher demands on the cultivation of civil engineering talent. However, under the traditional higher education model, the course Construction Engineering Regulations still faces such problems as outdated teaching content, single teaching methods, simplistic assessment approaches, and insufficient cross–disciplinary teaching staff. As a result, civil engineering students often find it difficult to analyze real engineering scenarios from both engineering and legal perspectives. Focusing on the course Construction Engineering Regulations, this study proposes an integrated teaching model combining civil engineering and law. Specifically, a hierarchical case library composed of fundamental, comprehensive, and innovative cases is constructed, and a digital platform integrating a civil engineering–law interdisciplinary knowledge graph and an intelligent legal document analysis system is developed to support course knowledge organization and text–based training. On this basis, “engineer + lawyer” collaborative teaching and moot court activities are implemented to engage students in the analysis of construction engineering cases. In terms of course assessment, a multi–subject, multi–dimensional evaluation system is established, and the fuzzy analytic hierarchy process is adopted to determine indicator weights for evaluating teaching effectiveness and supporting course improvement. The results indicate that the proposed integrated teaching model can improve students’ overall performance in legal provision comprehension, case analysis, document writing, and situational response, and may also provide a useful reference for interdisciplinary teaching in engineering–related courses.