Abstract: This study emphasizes the perspective of emerging engineering education by centering on student development and aligning course objectives, using the design and fabrication of lithium-ion batteries as a case study. We aim to establish a novel model for comprehensive design experiment teaching by integrating virtual simulation with hands-on practice, combining in-class and extracurricular activities, and linking experimental teaching with college students’ innovation and entrepreneurship initiatives, as well as ideological and political education. By merging virtual simulation exercises with experimental practice, we can visualize key concepts such as the fundamental experimental principles, micro-electrode reaction mechanisms, dynamic aging processes, and ion transport mechanisms of lithium-ion batteries, thereby enhancing student engagement. Through collaborative group work, students are encouraged to independently design the overall experimental plan and procedures for lithium-ion batteries, which improves the effectiveness of the teaching through the “integration of virtuality and reality”. We incorporate cutting-edge academic research and industry needs into the curriculum to foster a tighter coupling between theoretical knowledge and practical application, as well as between experimental courses, scientific research activities, and innovation and entrepreneurship initiatives. This approach leads to the development of a “dual-channel” model for experimental teaching that complements both in-class and extracurricular learning. The assessment methodology employed throughout the process is comprehensive and multidimensional, effectively motivating students, enhancing their overall competencies, and developing their abilities in comprehensive design, independent analysis, and problem-solving, resulting in positive teaching outcomes.

Key words: Comprehensive design experiment, Lithium ion battery, Virtual simulation, Curriculum ideological and political education, Emerging engineering education