International Journal of Education

In response to the new requirements for cultivating high-level application-oriented talents under the national initiatives of emerging engineering education and the dual-carbon strategy, and to address the deficiencies of traditional courses in terms of content frontier, practical depth, and assessment methods, this study conducted a systematic reform of the Chemical Separation Technology course for professional master's degree students. The course established a three-tiered, progressive, and modular teaching system encompassing "fundamental theory - advanced technology - engineering practice." This framework deeply integrates the forefront of separation science with actual industrial needs, while organically incorporating value guidance and elements of ideological and political education throughout the entire teaching process. In terms of pedagogy, innovative and diversified models were adopted, combining real project-driven learning, virtual-physical integrated experiments, and flipped classrooms. Regarding assessment, a comprehensive system was established that emphasizes both formative and summative evaluation, with multi-stakeholder participation from instructors, industry representatives, and students. Teaching practice demonstrates that this reform has effectively enhanced students' engineering practical ability, innovative thinking, and comprehensive professional competencies, achieving an organic unity of knowledge acquisition, skill development, and value shaping. It provides a referential model for the development of similar engineering courses.

Chemical Separation Technology; Integration of science and education; Integration of industry and education; Engineering practice; Teaching exploration