Volume 4,Issue 9
Innovative Talent Training Model for Energy and Power Engineering Majors under the Dual Carbon Background
To meet the requirements of the dual carbon goals, this study examines talent training reform in energy and power engineering. The reform focuses on three issues: the limited inclusion of emerging energy technologies in course content, insufficient use of research resources in undergraduate education, and weak connections among practical teaching activities. Course content is updated in response to advances in energy technologies, and topics such as hydrogen energy, energy storage, and smart energy are incorporated into professional courses. Research projects and laboratory facilities are used to develop teaching cases, innovation training projects, and undergraduate thesis topics from research outcomes. Laboratory teaching, student competitions, research training, and engineering practice are also more closely connected to improve the continuity of practical training. The results show that these measures strengthen the links among professional education, research training, and engineering practice. They also improve students’ ability to apply professional knowledge and develop their engineering and innovation capabilities. The reform provides a practical reference for improving talent training in energy and power engineering in response to the development of new energy systems.
[1] Ministry of Education of the People’s Republic of China, 2022, Work Plan for Strengthening the Higher Education Talent Training System for Carbon Peaking and Carbon Neutrality.
[2] Yue Q, Du T, Yang C, et al., 2026, Reflections on Talent Training for Energy and Power Engineering under the “Dual Carbon” Goals. Journal of Higher Education, 12(3): 37–41.
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[5] Lu CY, Zhao N, Zhang ZP, 2022, Teaching Innovation of the “Four-Year Scientific and Technological Innovation Approach” for Energy and Power Engineering under the Background of Emerging Engineering Education. China University Teaching, 2022(Z1): 52–57.
[6] Lu ZY, Liao LF, Qiu KP, et al., 2025, Reform and Practice of Experimental Teaching for Energy and Power Engineering under the Background of Emerging Engineering Education. Experiment Science and Technology, 23(1): 61–66 + 73.
[7] Zhao HB, 2026, Reform of “PRIME” Multidimensional Industry–Education Integrated Internship Teaching from the Perspective of the Excellent Engineer Program 2.0: A Case Study of Energy and Power Engineering. The Science Education Article Collects, 2026(16): 103–107.
[8] Li NL, Du XP, Wang LJ, 2024, Exploration of a Virtual Simulation-Driven Blended Teaching Method for Fluid Mechanics Experiments. Mechanics in Engineering, 46(6): 1303–1309.
[9] Zhao Q, Huang TS, Li F, et al., 2026, Development and Application of MATLAB-Based Virtual Simulation Software for the Rankine Cycle. Experiment Science and Technology, 24(4): 66–71 + 90.
[10] Hao RT, Ying YQ, Hu SR, et al., 2026, Development of a Virtual Simulation Teaching Experiment for the Heat–Electricity Analogy. Experiment Science and Technology, 24(3): 55–60.
