Abstract: Outcome-Based Education (OBE), an internationally recognized advanced pedagogical approach, has been established as a fundamental principle for engineering education accreditation in China. This study addresses the limitations of conventional “photocatalytic degradation experiments” in the Environmental Chemistry Experiment curriculum, which tend to prioritize verification over inquiry and incorporate ideological and political education mechanically. Taking the “Photothermal Catalytic Degradation of Atmospheric Pollutants” experiment as a paradigm, we implemented comprehensive OBE-oriented reforms following the logical framework of “defining expected learning outcomes → redesigning instructional processes → evaluating achievement effects”. The reform first established multidimensional teaching objectives focused on cultivating students’ capacity to address complex environmental challenges. Subsequently, it integrated the complete research workflow—including catalyst design, material characterization, performance evaluation, and mechanistic analysis—into the teaching process, while seamlessly incorporating ideological and political elements concerning technological frontiers, sustainable development, and national responsibility. Multifaceted assessment methods were employed to evaluate learning outcomes. The results demonstrate that this pedagogical design effectively stimulates students’ potential for scientific innovation and helps them internalize a sense of mission to serve the nation through technological advancement while addressing critical environmental challenges.

Key words: Outcome-based education, Environmental chemistry experiment, Ideological and political education, Teaching case