This study is based on the authors' recent teaching experience and examines the necessity, objectives, and implementation strategies for diversifying the English curriculum for students majoring in chemistry. The reform aims at the development of innovative and effective teaching methods for the training of competent professionals needed for globalization. The main practical approaches include: the assembly of a diverse teaching team, enriched course content, supply of varied learning resources, the use of diverse teaching methodologies, and the implementation of a comprehensive assessment system. Preliminary results have shown significant improvements in student engagement and professional English application skills.

All-English and Chinese-English bilingual teaching was once one of the important directions for the reform and development of teaching in science majors such as chemistry in top domestic universities. However, with the rapid development of language-related artificial intelligence technology, changes in the international situation, and the growing demand for academic exchanges in Chinese, bilingual teaching (especially all-English teaching) is facing severe challenges. This paper analyzes the essential attributes of English and Chinese, the actual needs of different types of students, and the role of language in ideological and political education, discusses the positioning and role of Chinese and English teaching in bilingual chemistry courses, and provides references for the optimization of bilingual teaching models.

Polymer chemistry is a core professional course in chemistry, chemical engineering, and materials science, as well as a key component of English-taught programs in universities pursuing internationalization. In the context of integrating ideological and political education into curricula, this paper addresses the lack of such elements in English-taught polymer chemistry courses for undergraduate students in China. It proposes three practical approaches for embedding ideological and political education into the course framework, aiming to cultivate well-rounded talents with a sense of patriotism, a global outlook, professional expertise, and innovative capabilities.

In response to the growing demand for international talents in society, bilingual teaching in chemistry programs has become an emerging trend. However, compared to traditional courses taught in Chinese, bilingual courses require higher levels of students' English proficiency, subject comprehension, and cross-cultural communication skills. To adapt to the trend of educational internationalization, this paper examines the teaching methods for bilingual courses in chemistry, using the “Instrumental Analysis” course as an example. It explores the challenges encountered in the teaching process and proposes corresponding solutions, providing a reference for the advancement of bilingual teaching models.

The all-English teaching model of advanced analytical chemistry plays a crucial role in broadening students’ global perspectives and enhancing their comprehensive innovation abilities. However, challenges such as the complexity of the subject matter, the gap between theory and practice, and language barriers remain. This paper explores the application of project-based integrated teaching models in the all-English teaching of advanced analytical chemistry. The model integrates current scientific research into the curriculum, with a focus on the selection of teaching materials, content, teaching methods, and assessment design. The project-based integrated approach demonstrates significant advantages and prospects in helping students master theoretical knowledge, apply experimental skills, and improve personal capabilities.

Under the Belt and Road Initiative, the number of international students in domestic vocational colleges has been increasing annually. Improving the teaching quality for these students has become an important and urgent issue for these institutions. The author had the opportunity to teach Analytical Chemistry for the Brunei students in the China-Brunei “1+1+1” Hengyi Petrochemical Technology Talent Joint Training Program and gained valuable experience. This paper summarizes the challenges faced during this process, as well as the explorations and practices undertaken to address them. The aim is to provide useful references for teachers conducting full-English instruction at other institutions, with the goal of cultivating more skilled, internationally-minded talent to support the development of enterprises under the Belt and Road Initiative.

Establishing an English-taught curriculum system is essential for cultivating globally minded talents and plays a key role in advancing educational internationalization. Guided by the globalization process and educational policies, this study centers on the challenges faced by regional universities in delivering English-taught inorganic chemistry courses, conducting in-depth exploratory practice. This study details specific implementation strategies and their outcomes, covering eight key areas: course overview, teaching objectives, content, resources, methodologies, faculty team, course philosophy, and teaching effectiveness. It summarizes the distinctive features and innovative aspects of constructing English-taught inorganic chemistry courses, aiming to offer insights and guidance for the development of similar courses at domestic institutions.

With the rapid advancement of economic globalization, internationalized education has become both an inevitable and urgent requirement for the development of higher education in China. This paper takes the all-English specialized course “Chemical and Biochemical Sensors” for both international and domestic graduate students at Shanxi University as a case study. It discusses the course design philosophy, current status, challenges faced, and proposed solutions for postgraduate chemistry students in the context of internationalized higher education. The paper also summarizes the experience of teaching in English, highlights issues encountered in teaching and learning, and provides targeted suggestions for improving the effectiveness of English-medium instruction, based on the specific needs of the students and the course characteristics.

Organic chemistry laboratory, as one of the four core laboratory courses for chemistry undergraduates, plays an irreplaceable role in enhancing students’ practical skills and fostering creative thinking. The use of English-language instruction significantly supports students in tracking cutting-edge technologies and engaging in international academic communication. Our university’s Organic Chemistry Laboratory English course adopts the “flipped classroom + MOOC (Massive Open Online Course)” teaching model. With a “student-centered and problem-oriented” approach, this model enhances students’ ability for self-directed learning and knowledge integration. The course effectively promotes deep learning, broadens the depth and scope of laboratory teaching, and improves the level of international talent development.

This paper analyzes the current state of learning and teaching for the “specialized English for chemistry majors” course from both students’ and teachers’ perspectives. Based on the BOPPPS (Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment, Summary) model, an online and offline mixed teaching mode is explored. This mode significantly stimulates students’ enthusiasm for learning, improves teaching quality and efficiency, and enhances students’ abilities in self-study, teamwork, expression, and summarization. It truly embodies the teaching philosophy of “students at the center, teachers as guides, and learning for practical application”. This teaching mode has not only achieved positive outcomes in the “specialized English for chemistry majors” course, but is also applicable to the teaching of other courses, demonstrating its general applicability.

The establishment and effective implementation of all-English chemistry courses play a crucial role in building world-class disciplines and cultivating talent with core competitive advantages. The teaching of all-English chemistry courses focuses on imparting fundamental professional knowledge, with the goal of broadening students’ international perspectives, enabling them to master the globally recognized chemical language, and showcasing their chemical research achievements on the international stage. This paper addresses the challenges of teaching analytical chemistry in English in a non-native environment. It considers the individual differences in students’ English language proficiency, career aspirations, and the alignment between their chemistry and English foundations. Based on these factors, the paper designs and implements an all-English curriculum, exploring teaching methods and strategies that are applicable to most students, ensuring that each student achieves significant progress and growth in the learning process.

Analytical Chemistry, with “quantity” as its core, is a compulsory foundational course for undergraduate chemistry students. The introduction of an English-language course in Chemical Analysis plays a crucial role in helping students learn the fundamental concepts of analytical chemistry and master related experimental skills in professional English, while also fostering a comprehensive and global perspective on the subject. Integrating ideological and political education into the teaching process of the English-language Chemical Analysis course can effectively enhance students’ patriotism and cultural confidence, cultivate a spirit of truth-seeking, pragmatism, diligence, and rigor, and strengthen students’ sense of social responsibility. This paper discusses the selection of ideological and political elements in the English-language Chemical Analysis course and explores effective methods for integrating ideological and political education. It also examines the interaction and integration of ideological and political education between theoretical and laboratory courses, with the aim of providing valuable insights and practical approaches for the ideological and political development of the English-language Chemical Analysis course.

This paper introduces the concept of bilingual education, discusses the current issues in its development, and, in the context of the national “Belt and Road” initiative, presents reform strategies for bilingual teaching in analytical chemistry. The paper suggests practical measures for reform in the following five areas: bilingual textbook selection, classroom teaching reform, teacher quality training, mobile learning platforms, and learning outcomes. The aim is to cultivate high-quality, innovative bilingual professionals with a cross-disciplinary mindset and an international perspective, contributing to the nation’s strategic development in the new era.

With the acceleration of globalization in higher education, full-English-taught courses have become an important pathway to enhance students’ global competitiveness. This paper uses the “Advanced Instrumental Analysis” course at Beijing Institute of Technology as a case study to explore the role of English-medium instruction in improving academic English proficiency and adapting to international environments. By analyzing the development of analytical instruments, the paper proposes integrating ideological and political education into the curriculum to inspire students’ sense of responsibility and innovation, ultimately contributing to the independent development of analytical instruments.

This article provides an overview of the bilingual chemical biology course offered by the College of Chemistry and Chemical Engineering at Lanzhou University, including the selection of textbooks, key topics, teaching methods, assignment strategies, integration of morality cultivation in bilingual teaching, and assessment methods. The article also summarizes challenges encountered in teaching practice and proposes possible solutions.

This paper explores the innovations and practices in English teaching within the Instrumental Analysis course at the university level. Addressing the challenges posed by students’ varying levels of English proficiency and the common difficulties encountered by instructors, this study proposes solutions through innovative course design, teaching methods, and educational resources. The paper analyzes the impact of tiered instruction on enhancing student engagement and learning outcomes, utilizing literature, multimedia resources, and virtual laboratories to facilitate a better understanding of the content taught in English. Finally, the article offers insights into future course optimizations, aiming to provide guidance and support for the internationalization of chemistry laboratory courses.

Bilingual-driven innovative experimental teaching is designed to meet the demands of modern education and the country’s need for innovative talents. This approach not only strengthens students’ foundational knowledge in instrumental analysis and enhances their operational skills, but also fosters a more comprehensive sense of independent innovation. Under the guidance of instructors, students engage in self-directed learning using both Chinese and English resources, integrating this knowledge into various aspects of their work, such as designing self-made instruments, assembling components, and debugging signals. The teaching method has shifted from traditional lectures to an innovative, integrated approach that combines teaching with research. The incorporation of bilingual instruction broadens students’ perspectives, enhances their capacity for independent innovation, and lays a strong foundation for cultivating talents in scientific research and innovation.

The development and enhancement of undergraduate courses taught in English is a crucial pathway for top universities to cultivate internationally competitive talents and to raise their global profile. This paper uses the example of the English-taught “General Chemistry” course to explore the content and teaching methods for such courses designed for both domestic and international freshmen from multiple disciplines. The aim is to provide insights for improving the relevance and educational effectiveness of English-taught chemistry courses at the undergraduate level.

This paper shares our experiences in teaching Organic Chemistry to undergraduate students in the Chemical Biology program at Nanjing University, focusing on four key aspects: (1) Students submit their learning goals and reflections for each lecture using the shared functionality of Tencent Documents; (2) We employ physical organic chemistry principles, incorporating body language, movement, games, and choreography to enhance interactive learning and deepen students’ understanding of organic molecular structures, reactivity, and functions; (3) We include flash presentations in which students express an organic chemistry theme, contributing to their course grades; (4) Students are encouraged to write popular science papers in Chinese on topics related to daily life, current events, or cutting-edge chemistry, which are submitted to the University Chemistry magazine to develop their scientific writing skills.

As international academic exchanges become increasingly frequent, there is a growing demand for professionals who possess a solid foundation in analytical chemistry and proficiency in English. This necessitates that universities cultivate students’ ability to adapt to an all-English environment and enhance their capacity to acquire professional knowledge and cutting-edge information. Faculty members in the Analytical Chemistry group at the School of Chemistry and Chemical Engineering at Southeast University have been actively exploring and implementing an all-English teaching model. This paper provides an in-depth discussion of these efforts, aiming to offer insights for promoting the internationalization of the analytical chemistry discipline.

Internationalizing academic curricula is crucial in meeting the demands for global talent and fostering students with enhanced international competitiveness. This study explores the role of advancing an all-English teaching approach in the Chemistry English curriculum to promote internationalization. By analyzing the current landscape and challenges of traditional Chemistry English education alongside the implementation of all-English teaching in our university’s chemistry courses, this paper proposes targeted measures for educational reform. These include improvements in teaching philosophy, methodologies, curriculum structure, resources, and content delivery. The article underscores the importance of adopting an all-English approach in enhancing the internationalization of the Chemistry English curriculum and discusses how these reforms can elevate students’ comprehensive skills and global competitiveness.