Abstract: To address the insufficient interdisciplinary training of new energy talents and the delayed translation of cutting-edge research into teaching under the “Dual Carbon” strategy, this paper presents a case study of the summer program “Summer New Energy Science and Technology Exploration—As Thin as Phantom Wings: Construction of Flexible Organic Optoelectronic Devices” at Shandong University. Guided by the educational philosophy of “synchronized research and teaching, four-dimensional integration”, the program explores a novel practical teaching model that deeply integrates energy chemistry with flexible organic optoelectronic research and pedagogy. Grounded in the interdisciplinary nature of “efficient chemical-to-photoelectric energy conversion”, the course establishes a four-in-one progressive teaching system encompassing fundamental knowledge, material synthesis and characterization, device fabrication and assembly, and performance evaluation and analysis. By employing case-based inspiration and group collaboration, the course guides students through the entire process of material synthesis, equipment operation, and the fabrication and testing of ultrathin flexible devices. A process-oriented multidimensional assessment mechanism is also established, comprising knowledge mastery (35%), practical skills (50%), and innovative literacy (15%). Practice shows that students’ accuracy in understanding core concepts increased from 35% to 95%, and the proportion of students rated excellent in practical work and reports reached 94%. Their interdisciplinary problem analysis and comprehensive innovation abilities were significantly enhanced, providing a useful reference for experimental teaching reform in related disciplines at peer institutions.

Key words: Dual Carbon Strategy, Energy chemistry, Organic solar cells, Integration of teaching and research, Teaching reform