Abstract: This study addresses the critical challenge of bridging university physical chemistry curricula with national defense technological requirements. Leveraging Nanjing University of Science and Technology’s “Double First-Class” discipline in armament science and technology, we implemented comprehensive teaching reforms through systematic curriculum analysis. Our investigation revealed substantial deficiencies in the existing curriculum regarding energetic materials knowledge, which significantly impeded students’ comprehension of defense-critical substances such as propellants and explosives. Adopting the Outcome-Based Education (OBE) framework, we developed a tripartite integration model that systematically connects defense requirements with knowledge restructuring and competency development. The implementation strategy comprised integration of defense industry case studies into core topics including thermodynamic functions and reaction kinetics, development of a specialized energetic materials module featuring practical applications such as bond enthalpy theory for calculating formation enthalpies of high-energy compounds and chemical potential criteria for stability analysis, and establishment of a multidimensional evaluation system assessing both knowledge transfer and professional identity in defense contexts. Post-reform assessments demonstrated significant improvements in experimental class learning outcomes, markedly increased student engagement in national defense technology projects, and revealed a strong positive correlation between case study integration and professional identity formation. This research establishes an effective paradigm for integrating discipline-specific characteristics with fundamental courses, offering transferable insights for defense-oriented curriculum reforms and providing practical guidance for implementing national policies on enhancing defense education in the new era.