Abstract: In the cultivation of chemical engineering students, traditional industry-education integration models primarily focus on solving technical challenges while neglecting the cultivation of innovative thinking. This study presents a reformed deep industry-education integration model for cultivating innovative chemical engineering talents guided by maker mindset principles, taking the “organic chemical technology” course as an example. The paper elaborates on this maker-oriented pedagogical reform through detailed discussions of instructional design, operational mechanisms, and implementation methodologies. The core of this model involves curriculum updates aligned with societal needs, deepened content reform, and emphasis on the theory-to-practice exploration process. It establishes a collaborative “university-led, enterprise-coordinated, teacher-student co-created” teaching framework that integrates innovation elements and superior resources from both academia and industry. The approach employs blended online-offline learning, virtual-real combinations, and interdisciplinary methods to continuously improve the theoretical instruction and practical application. Through entrepreneurial platforms, students engage in creative, design, and promotional activities. By combining short-term evaluations with long-term development strategies, this model promotes substantive deep industry-education integration, facilitates the transformation from education to industry, and innovates the cultivation approach for chemical engineering talents.

Key words: Maker mindset, Chemical engineering majors, Innovative talents, Deep industry-education integration, Organic chemical technology