Abstract: “Fuel cell technology” is the first bilingual core course introduced by the Department of Energy Storage Science and Engineering at China University of Petroleum (East China). Targeting students in energy storage, renewable energy, and materials-related programs, the course responds to China's “dual-carbon” strategy and national hydrogen development plan. A four-chain reform framework—objectives, content, evaluation, and culture—was designed to integrate ideological and political education with professional instruction. First, course objectives were restructured to embed values such as green development, engineering responsibility, and research integrity into each chapter. Second, a multidimensional case library was established, combining international practices (e.g., NASA fuel cell systems, Toyota Mirai) with domestic achievements (e.g., Shenzhou spacecraft fuel cells, Winter Olympics hydrogen buses, and breakthroughs in Pt-based ORR catalysts), enabling cross-cultural comparison and value guidance. Third, a formative-summative assessment system was implemented through English literature reviews, localization roadmap projects, and reflective journals, providing measurable evidence of students' growth in cognition, communication, and responsibility. Finally, the course was linked with project practice and innovation competitions, fostering a seamless “classroom-project-competition-application” training pathway. After two years of implementation, the course achieved significant outcomes: teaching evaluation scores exceeded 98/100, students' ideological recognition improved by over 30 points, 87% reported enhanced English communication skills, and more than 80% expressed career interest in hydrogen-related fields. The course has thus developed a transferable bilingual model that integrates knowledge, competence, and values, offering practical guidance for cultivating interdisciplinary talents under the new engineering education framework.

Key words: Fuel cell, Bilingual education, Ideological and political education, New engineering, Educational model