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Citation: Liping Cheng, Lin Lin, Xiuzhen Xiao. “AI-Empowered” Teaching Reform and Exploration in Higher Education: A Case Study of Inorganic Chemistry Course[J]. University Chemistry, ;2025, 40(9): 264-272. doi: 10.12461/PKU.DXHX202501006 shu

“AI-Empowered” Teaching Reform and Exploration in Higher Education: A Case Study of Inorganic Chemistry Course

School of Chemical and Environmental Engineering, Shanghai Institute of Technology, Shanghai 201418, China

Corresponding author: Liping Cheng, chengliping@sit.edu.cn
Received Date: 3 January 2025
Accepted Date: 26 February 2025

Amidst rapid technological advancements, artificial intelligence (AI) is transforming educational paradigms at an unprecedented pace, significantly enriching teaching resources and methodologies in higher education. Within the framework of China’s “Emerging Engineering Education” initiative, this study examines the inorganic chemistry course as a representative case. Addressing limitations inherent in traditional teaching approaches, the course systematically incorporates information technologies to establish an AI-empowered blended learning model that combines online and offline instruction. This innovative approach fosters a comprehensive smart classroom ecosystem designed to enhance students’ learning motivation and self-directed engagement. Furthermore, the curriculum effectively integrates AI-empowered ideological and political education components, achieving synergistic alignment among value cultivation, knowledge acquisition, and competency development.
- Inorganic chemistry,
- AI empowerment,
- Emerging engineering education,
- Curriculum-based ideological and political education,
- Learning outcome assessment
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