Abstract: The discipline of chemistry is constantly making significant strides in the pursuit of carbon emission reduction and resourcing through molecular design and process regulation. Incorporating “dual-carbon” frontier knowledge into undergraduate education is crucial for driving reform in chemistry teaching. This study proposes a three-dimensional progressive framework that integrates “knowledge system restructuring, intelligent platform enhancement, and self-directed inquiry advancement.” This approach transcends the temporal and spatial limitations of traditional classrooms, creating an immersive, whole-process training model. It enables students to make a cognitive leap from knowledge internalization to innovative thinking, significantly enhancing their innovative capabilities and fostering a stronger sense of mission within the discipline.

Key words: CO₂ teaching module, Scientific frontier, Teaching technology, Student development