Abstract: Against the backdrop of the deepening implementation of the dual-carbon strategy, energy chemistry education is confronted with unprecedented opportunities and challenges. As a key national energy base, the Inner Mongolia Autonomous Region had, by the end of 2024, seen its installed capacity of new energy surpass that of thermal power, ranking among the highest in the country and giving rise to an increasingly pressing demand for professionals in energy chemistry. Leveraging the research strengths of its School of Chemistry and Chemical Engineering, Inner Mongolia University has been actively pursuing teaching reforms in the energy chemistry course in response to the dual-carbon strategy. This paper systematically identifies the major challenges currently facing energy chemistry education and proposes a trinity reform framework encompassing “science-education integration, industry-education integration, and curriculum-based ideological and political education”. A renewed course system has been developed, comprising four core modules: photoelectrochemistry, energy storage materials, hydrogen energy and fuel cells, and CO₂ capture and utilization. A blended teaching model characterized by “case-driven learning, project-based learning, and virtual-real combined experiments” has also been introduced, with the concept of green chemistry organically incorporated into curriculum-based ideological and political education. Practical outcomes demonstrate that, following the reform, students have shown marked improvements in research awareness, engineering literacy, and a heightened sense of commitment to serving the local region.

Key words: Dual-carbon strategy, Energy chemistry, Curriculum reform, Blended teaching, Industry-education integration