Citation: Yajun Jian, Quan Gu, Quanguo Zhai. Chemistry Frontiers-Intelligent Educational Technologies Collaborate to Construct CO₂ Teaching Units[J]. University Chemistry, ;2026, 41(2): 82-94. doi: 10.12461/PKU.DXHX202503014 shu

Chemistry Frontiers-Intelligent Educational Technologies Collaborate to Construct CO₂ Teaching Units

School of Chemistry and Chemical Engineering, Shaanxi Normal University, Xi'an 710119, China

Corresponding author: Yajun Jian, yajunjian@snnu.edu.cn
Received Date: 3 March 2025
Revised Date: 9 April 2025

The discipline of chemistry is constantly making significant strides in the pursuit of carbon emission reduction and resourcing through molecular design and process regulation. Incorporating “dual-carbon” frontier knowledge into undergraduate education is crucial for driving reform in chemistry teaching. This study proposes a three-dimensional progressive framework that integrates “knowledge system restructuring, intelligent platform enhancement, and self-directed inquiry advancement.” This approach transcends the temporal and spatial limitations of traditional classrooms, creating an immersive, whole-process training model. It enables students to make a cognitive leap from knowledge internalization to innovative thinking, significantly enhancing their innovative capabilities and fostering a stronger sense of mission within the discipline.
- CO₂ teaching module,
- Scientific frontier,
- Teaching technology,
- Student development
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Chemistry Frontiers-Intelligent Educational Technologies Collaborate to Construct CO₂ Teaching Units