Abstract: In alignment with the graduation requirements for teacher education students to “practice professional ethics, master teaching methodologies, cultivate student development, and pursue continuous growth”, and taking into account the specific context of the institution and the learning conditions of the students, the development of the Physical Chemistry course has prioritized an outcome-oriented approach. This has involved ongoing reforms and practical implementations focused on student-centered course objectives, curriculum structure, teaching methodologies, and assessment strategies. As a result, a series of significant outcomes have been achieved, providing a valuable reference for the development of first-class chemistry courses in undergraduate teacher education institutions and for the fulfillment of course objectives.

Key words: Teacher education program accreditation, Physical chemistry, Blended learning, Course objectives evaluation and achievement