Abstract: This paper systematically presents an innovative engineering education curriculum based on the collaborative education concept of “industry-academia-research-application”. Addressing key challenges in traditional chemical engineering practical education-including limited training bases, constrained practical resources, and uni-dimensional evaluation systems-the study innovatively proposes a “four-dimensional integration” pedagogical framework. This framework establishes a novel teaching paradigm for cultivating complex engineering problem-solving capabilities through deep industry-academia collaboration, organic integration of virtual-real scenarios, systematic embedding of ideological elements, and interdisciplinary innovation. The curriculum reform centers on three-dimensional reconstruction: First, reconstructing the instructional objective system by establishing a dynamic case database that synthesizes authentic industrial cases, AI technology applications, and Nobel Prize-level scientific achievements as multidisciplinary teaching elements. Second, innovatively developing a “trinity” teaching platform that forms a three-dimensional cultivation system encompassing theoretical cognition, virtual simulation, and innovative practice. Third, implementing a “nine-dimensional immersive” teaching model through progressive pedagogical phases-“observation, listening, learning, perception, practice, reflection, research, creation, and application”-to achieve organic unification between knowledge internalization and capability advancement. The study innovatively adopts a six-step iterative methodology combined with a data-driven dynamic evaluation model to effectively address the disconnection between theoretical instruction and practical application in engineering education. Regarding assessment mechanisms, the research establishes a big data-based multidimensional dynamic evaluation system that generates comprehensive digital competence profiles for students, enabling precise empowerment of personalized development pathways. Teaching practice has demonstrated that this model significantly enhances students' engineering practical capabilities and innovative literacy, cultivating emerging engineering talents equipped with interdisciplinary vision, digital thinking, and industrial sensitivity. The research outcomes provide a replicable theoretical framework and implementation path for practical course reforms in the context of emerging engineering education, offering significant reference value for innovation in industry-education integrated talent cultivation models.

Key words: Industry-university-research-application integration, Nine-dimensional immersive teaching model, Digital-intelligent teaching system