Against the dual backdrop of "New Liberal Arts" initiatives and digital economy development

smart teaching has emerged as a pivotal pathway for achieving high-quality educational development in higher education institutions. Existing research predominantly simplifies smart teaching into a "technology integration" model

overlooking the disciplinary characteristics of microeconomics—characterized by "high mathematical complexity and tripartite representation through graphics

symbols

and contexts" —which leads to a disconnect between technological adoption and cognitive skill cultivation. This study employs a quadruple coupling model encompassing "technology-teaching-learning-governance" to systematically define operational frameworks and establish a three-dimensional value architecture for smart teaching. Leveraging the Outcome-Based Education (OBE) philosophy through reverse engineering

we develop a five-dimensional collaborative framework (objectives-content-activities-evaluation-technology) for the "Microeconomics" smart course. The research provides transferable top-level planning guidelines and empirical evidence for advancing intelligent teaching methodologies in economics education.