Engineering Problem-Driven Pedagogy and Three-Dimensional Mapping: Exploring Reform Pathways for Organic Chemistry in the Context of Emerging Engineering Education

Abstract

The development of Emerging Engineering Education (EEE) imposes elevated requirements on the talent cultivation in applied chemistry, emphasizing the synergistic development of engineering thinking, interdisciplinary integration, and innovative ability. As a core course, Organic Chemistry currently confronts multiple challenges, including a disconnect between course content and industrial needs, an overemphasis on knowledge transmission at the expense of innovative ability cultivation, superficial ideological and political education, and a monolithic evaluation system. In line with the requirements of the "Excellence Engineer Education and Training Program 2.0" initiative, this paper systematically analyzes the specific manifestations and underlying causes of these challenges. It further puts forward targeted reform strategies: reforming teaching content by adopting an "engineering problem-driven" approach, optimizing teaching resources by means of case library development and virtual simulation technology, adopting a "seamless integration" method for the integration of ideological and political education into the curriculum, and establishing a diversified and quantitative evaluation system. Teaching practice demonstrates that this integrated reform covering content, methodology, and evaluation can effectively enhance teaching quality, cultivate students' engineering literacy and innovation capabilities, thereby providing a practical reference for adapting the applied chemistry curriculum to meet the requirements of Emerging Engineering Education.

Keywords: Organic Chemistry, Emerging Engineering Education, Challenge, Reform

DOI: 10.7176/JEP/16-11-15

Publication date: October 30th 2025