Construction and Outcomes of a Higher Vocational Chemical Engineering Talent Cultivation Model Based on a Science-Education Integrated Course

Abstract

To address the new demands for highly skilled technical personnel arising from the upgrading of the chemical industry and to resolve the disconnect between traditional higher vocational education in chemistry/chemical engineering and corporate needs, this study utilized the Organic Chemistry course as a vehicle to construct and implement a teaching reform model centered on “Integration of Science and Education” (ISE). Guided by the objectives of “aligning with industry, empowering students, and enhancing employment competitiveness,” the study systematically designed a three-dimensional linkage mechanism encompassing “resources, methods, and evaluation.” This involved: constructing teaching resources aligned with authentic enterprise projects; innovating the PBL-IGT (Problem-chain Based Learning & Inquiry-Guided Training) teaching methodology that simulates R&D processes; and implementing a diversified assessment system incorporating enterprise evaluation perspectives, thereby comprehensively reshaping the course ecology. After two rounds of teaching practice, data indicate that students in the experimental class showed significant improvement in key development indicators, including job adaptability, technical thinking proficiency, and professional identity. This study confirms that the model effectively bridges the “last mile” from the classroom to the workplace, providing a validated pathway for cultivating innovative, multidisciplinary technical talents that meet the demands of modern chemical enterprises.