Abstract: In the context of engineering education accreditation, developing a curriculum system that aligns with graduation requirements while reflecting institutional characteristics is crucial for improving talent cultivation quality. Guided by the OBE (Outcome-Based Education) concept and leveraging Northwestern Polytechnical University’s distinctive “Three Aviation” features and national defense mission, this study implemented systematic reforms in the “Introduction to Energy Chemical Engineering” course. The reform process involved: (1) decomposing graduation requirements into secondary indicators to establish three course objectives (knowledge integration, engineering analysis, and value shaping); (2) restructuring teaching content into six modular components incorporating ideological elements; (3) developing a four-stage progressive teaching model; and (4) establishing a diversified evaluation system precisely mapped to the objectives. Two rounds of teaching practice demonstrated that the experimental class (n = 31) significantly outperformed the control class (n = 43) in all objective attainment metrics, with particularly notable improvements in value shaping (26.1%) and engineering analysis capabilities (21.4%). Student feedback confirmed enhanced professional commitment, national defense identity, and higher-order thinking skills. The proposed “certification-guided, characteristic-integrated, evaluation-driven” model provides an implementable pathway for curriculum reform in similar institutions.

Key words: Engineering education professional certification, Curriculum construction, Course objective attainment, Introduction to energy chemical engineering, Teaching reform, Three aviation characteristics