This study is grounded in the theoretical frameworks of self-determination theory and learning engagement theory. Based on a review of relevant literature, the study proposes the hypothesis that professional identity and learning engagement, as influencing factors, can impact practical innovation ability. Through a survey and analysis of the current situation regarding the cultivation of practical innovation ability among postgraduates at Tianjin University of Technology, the study confirms that the hypothesis holds true. It also identifies several issues in the postgraduate cultivating process, such as the need for improvements in the graduate cultivating system, the need to enhance the efficiency of industry-university-research collaboration and achievement transformation, and the insufficient integration of innovative elements into teaching concepts, etc. In response to these issues, this study proposes practical strategies from the perspectives of students, teachers, and universities. These strategies include fostering postgraduates’ innovation awareness through problem-based approaches, updating teachers’ cultivating concepts by promoting their craftsmanship spirit, and leveraging the "dual mentor" system to promote deeper integration of industry, academia, and research. The goal is to provide valuable insights for the cultivation of innovative talents and teaching reforms in local universities.