Abstract: Under the context of Emerging Engineering Education, Inorganic and Analytical Chemistry, as a science course oriented towards engineering disciplines, serves as a foundational, theoretical, interdisciplinary, and transitional compulsory course for first-year undergraduates. While emphasizing scientific fundamentals characteristic of science curricula, the traditional course structure lacks engineering conceptual frameworks and inadequately addresses the cultivation of core competencies in “applying scientific principles to solve practical problems”—a critical requirement for cultivating outstanding engineers. Our teaching-research group has implemented comprehensive reforms through the pedagogical philosophy transformation, curriculum content restructuring, instructional methodology innovation, and multidimensional assessment system establishment to integrate engineering thinking into the course. These include the incorporation of problem definition/decomposition, systematic design principles, iterative optimization processes, and engineering ethics considerations. This curricular innovation bridges scientific competency development with engineering capability cultivation, elevating course objectives from pure scientific training to integrated engineering education. The reformed curriculum establishes a robust foundation for nurturing next-generation engineering talents aligned with New Engineering Education requirements.

Key words: Inorganic and analytical chemistry, Engineering thinking, Emerging engineering education, Curriculum innovation