Abstract: With the implementation of China's “dual carbon” strategy, energy storage technology has emerged as a pivotal enabler for energy transition. As a fundamental course in energy storage science and engineering, physical chemistry education faces the dual challenges of interdisciplinary integration and industry demands. This study focuses on the energy storage science and engineering major of Yancheng Teachers University as a pilot case. Aligning with Yancheng City's green low-carbon industrial development and the university's applied, regionally-oriented, and open educational philosophy, we propose a dual-driven “knowledge graph + research-education integration” model. The methodology involves: (1) developing a physical chemistry knowledge graph to systematically organize interdisciplinary knowledge points and optimize teaching content; (2) implementing research-education integration by incorporating cutting-edge scientific findings into teaching, thereby fostering students' innovative thinking, research capabilities, and problem-solving skills. Practical results demonstrate that this approach significantly enhances the course's systematic structure and practical relevance, effectively bridges disciplinary knowledge with industrial requirements, and establishes a replicable paradigm for cultivating innovative talents in the energy storage field.

Key words: Physical chemistry, Knowledge graph, Research-education integration, Energy storage science and engineering