Research on the Construction and Practice of the Ternary Integration Teaching Model Under the Background of the "Dual Carbon" Strategy —— A Case Study of the School of Environmental and Chemical Engineering, Shenyang University of Technology

Abstract

Faced with the new requirements for high-caliber talents in environmental and chemical engineering set forth by the national "carbon peaking and carbon neutrality" strategy, the School of Environmental and Chemical Engineering, Shenyang University of Technology, identified a critical flaw in the traditional teaching mode—the disjointed connection between theoretical teaching, experimental sessions and practical training.To address this issue, we launched a teaching reform research project, and constructed as well as implemented the "Triple-element Deep Integration" teaching mode. Guided by the concept of Outcome-Based Education (OBE), this mode strives to organically integrate knowledge imparting, competence development and value shaping through reorganizing the curriculum system, innovating teaching methodologies and optimizing assessment mechanisms.After two years of teaching practice, students in the experimental classes adopting this mode have demonstrated outstanding performance in multiple key competence indicators, significantly outperforming their counterparts in the classes following the traditional teaching approach. Meanwhile, notable improvements have been achieved in the employment quality and further education rate of graduates.This research provides a feasible and scalable teaching reform model for local engineering universities to advance the development of emerging engineering education. It also offers certain reference value for cultivating high-quality interdisciplinary engineering and technical talents who can meet the demands of the "dual carbon" goals.