Abstract: Under the framework of China’s “Dual Carbon” strategy, this study addresses the prevalent challenges in physical chemistry education for engineering students, particularly the theory-practice disconnect and insufficient development of engineering thinking. The research implements a Project-Based Learning (PBL) model that integrates industry and education through: 1) restructuring the curriculum into alternating theory-practice modules, 2) developing a knowledge graph-based content system, 3) designing eight authentic industry scenario-driven PBL tasks, and 4) establishing a dual-instructor collaboration mechanism with a tripartite evaluation system assessing “knowledge, skills, and competencies”. Empirical results demonstrate the model’s effectiveness in enhancing students’ complex problem-solving capabilities and fostering innovation literacy. The study further proposes continuous improvement strategies including faculty development, task chain optimization, and smart learning platform enhancement, offering a replicable model for developing high-quality physical chemistry courses in emerging engineering education.

Key words: Problem-based learning, Physical chemistry, Industry-education integration, BOPPPS model, Dual-instructor collaboration