Abstract: The global digital transformation in education is increasingly emerging as a critical trend in educational reform and development. Technological breakthroughs such as generative artificial intelligence and large-scale models provide foundational support for the restructuring of pedagogical paradigms. This paper devises a human-computer collaborative “adversarial learning” mechanism to transform unidirectional knowledge transmission into dynamic knowledge construction, while fostering students’ reflective engagement with fundamental principles through experimental design. By implementing a learning pathway structured around “authentic problem-setting — human-machine collaborative inquiry — autonomous perspective formation,” the study facilitates the development of students’ abilities in critical thinking, skepticism, and innovation. Such training aligns with the distinctive feature of electronic information disciplines that emphasize solving complex engineering problems, and addresses inherent educational challenges such as rapid technological iteration, strong practical demands, and high interdisciplinary integration. Ultimately, it promotes synergistic advancement in both knowledge acquisition and competency development through a cognitive process of “hypothesis-validation-refinement” .