With deepening global higher education reforms, outcome-based education has emerged as the core paradigm for teaching model innovation. This study investigates the structural dependencies and teaching effectiveness of the Environmental Design curriculum at Hubei Engineering University in medium-sized cities, China, addressing challenges of enrollment decline and market contraction critical for urban sustainability. Using network analysis, we construct curriculum support and contribution networks and course temporal networks to assess structural dependencies and teaching effectiveness, revealing structural patterns and optimizing the OBE-based Environmental Design curriculum to enhance educational quality and student competencies. Analysis reveals computer basic courses as knowledge transmission hubs, creating a course network with a distinct core–periphery structure. Technical course reforms significantly outperform theoretical course reforms in improving student performance metrics, such as higher average scores, better grade distributions, and reduced performance gaps, while innovative practice courses show peripheral isolation patterns, indicating limited connectivity with core curriculum modules, which reduces their educational impact. These findings provide empirical insights for curriculum optimization, supporting urban sustainable development through enhanced professional talent cultivation equipped to address environmental challenges like sustainable design practices and resource-efficient urban planning. Network analysis applications introduce innovative frameworks for curriculum reform strategies. Future research expansion through larger sample validation will support urban sustainable development goals and enhance professional talent cultivation outcomes.