Digitalization, intelligent technologies, scenario-based application, and collaborative operation have increasingly characterized cultural heritage conservation and use under the sustained advancement of the national strategy for cultural digitalization, the action plan for educational digitalization, and new engineering education reform. These changes have raised new requirements for civil engineering education, especially in interdisciplinary integration, response to authentic tasks, and development of compound practical competence. In view of problems in current civil engineering talent cultivation, including weak adaptation of program structure, fragmented course chains, insufficient collaborative education, inadequate connection with real practice settings, and a single evaluation approach, a training framework for civil-engineering-oriented new engineering education was constructed from three aspects: goal orientation, content reconstruction, and mechanism integration, based on the practical foundation of local universities carrying out engineering education reform by relying on regional cultural heritage resources. Centering on cultural heritage conservation and use as a distinctive educational scenario, an educational reform model of “one core, four dimensions, and five chains” was proposed. The model took the cultivation system for compound application-oriented talents in cultural heritage conservation and use as the core, defined objective reshaping, curriculum reconstruction, teaching organization innovation, and practice platform linkage as the four dimensions, and incorporated demand guidance, interdisciplinary integration, scenario driving, platform support, and evaluation improvement as the five chains. On this basis, an implementation path was further formed, including demand analysis and objective setting, objective reshaping, curriculum reconstruction, teaching organization innovation, practice platform linkage, and quality evaluation improvement. The results show that the model promotes a shift in civil engineering education from discipline-based knowledge delivery to complex-scenario orientation and from single-course reform to multi-actor collaborative implementation, and further supports local universities in optimizing new engineering education modes under the guidance of distinctive regional resources. The proposed approach can provide a reference for engineering education reform in cultural heritage conservation and use.