How can the creators of chemical science popularization introduce chemical knowledge without losing the fun? They need to try diversified artistic expressions to present the beauty of chemistry. This article discusses the innovation of artistic expressions of popular science creation in photo-image times, introduces the creative process of presenting artworks, and explores the spiritual pursuit beyond the material. Taking “Blue Pigment” in the video series “Chemistry and Life”, the short film “Cyanotype×Summer”, and the cross-border art exhibition “Cyanotype×Life” as examples, audio-visual fusion and other artistic techniques are used to show the chemical mystery of cyanotype and present the aesthetic emotions of video works and art exhibition. In addition, the research content in the science popularization article “Adventures in Blue Pigments: Cyanotype” was chosen for the course to construct a novel and interesting form of knowledge dissemination.

To enhance the teaching effectiveness of inorganic chemistry laboratory courses and more efficiently cultivate comprehensive and innovative talents for the nation and society, this paper introduces a novel diversified teaching model centered on “two objectives and five modules”. This model incorporates methods such as goal-oriented online pre-learning, case-based classroom experiments, student-created experiment explanation videos, self-selected interest-based extension classes, and a multi-faceted assessment mechanism. These strategies enrich course content, increase student engagement, and provide a conducive environment for fostering innovation and problem-solving skills, thereby significantly improving overall teaching outcomes.

This paper explores the role of the Soft Matter Functional Materials Innovation Platform in advancing diversified education practices and talent cultivation. The platform is characterized by cross-disciplinary collaboration, practical innovation, and open, autonomous learning environments, offering students ample opportunities for hands-on practice and creative exploration. The paper discusses the platform’s innovative approaches in curriculum design, teaching methodologies, experimental practices, and competition-based learning, highlighting the positive impacts on students’ comprehensive abilities and the cultivation of versatile, innovative scientific talent. It also evaluates the platform’s effectiveness in providing practical experiences, stimulating creative thinking, promoting interdisciplinary cooperation, strengthening ties with real-world applications, and fostering lifelong learning attitudes.

In response to the rapidly evolving era, cultivating chemical professionals with multi-dimensional innovation capabilities is crucial for national development. Addressing challenges in undergraduate training for chemistry majors, this study adopts diverse course structures, personalized guidance, and integrated collaborative training. It introduces a “mentorship-precision-internationalization” research model and establishes a “project-solution-base” three-element practical approach, aiming to achieve harmonized development across “talent-discipline-research-industry”. Through these strategies, the multi-dimensional innovation abilities of undergraduate chemistry students are enhanced significantly, providing valuable insights for the education and training of future chemistry professionals.

As a fundamental course in university-level chemistry, Inorganic Chemistry encompasses numerous discrete knowledge points, which can often make it difficult for students to develop a cohesive understanding of the subject. To foster deeper connections between chapters, this study uses “ammonia synthesis” and its related reactions as a thematic thread, designing a series of interconnected teaching cases. Comprehensive examples are carefully crafted to integrate key concepts such as chemical reaction principles, equilibria in aqueous solutions, and atomic and molecular structures across three levels: gas-phase reactions, solution behavior, and microscopic structures. Mind maps are also employed to aid in connecting these key concepts, enhancing students’ cognitive processing. By blending course content with ideological education, this approach trains students’ thinking skills and fosters knowledge internalization while guiding them towards value-based learning. Teaching practice has shown that this multi-point connection approach improves students’ understanding of the relationships between key concepts, facilitates review and memorization, enhances knowledge transfer, and promotes deep learning.

College chemistry is a compulsory course for developing new energy talents, typically offered in the early years of university education. Based on years of teaching and research practice, and considering the psychological characteristics and learning habits of Chinese freshmen, this paper organizes the main content of college chemistry into structured modules. It explores the relationship between course content and the development of micro-nano functional materials, analyzing how college chemistry education can cultivate advanced thinking abilities such as first-principles thinking. It is expected to contribute to the cultivation of research-and-design talents urgently needed in China’s new energy industry.

In order to enhance the effectiveness of biochemistry courses, this study focuses on the application of the BOPPPS teaching model to the topic of Polymerase Chain Reaction (PCR) at Nanjing University of Posts and Telecommunications. This initiative aligns with the university’s commitment to nurturing innovative and integrative talents as part of its transition into a teaching and research-oriented institution. The research findings indicate that the BOPPPS teaching model effectively enhances students’ engagement in the classroom, fosters their enthusiasm for active learning and scientific exploration, and improves their analytical and problem-solving abilities.

The teaching and research team established the general education course “New Materials — A Window for Entrepreneurship and Innovation” to address the demand for talent development in China’s industrial transformation context. This course provides a comprehensive approach and methodology for innovation and entrepreneurship education in the field of new materials, catering to students from diverse academic backgrounds.

General education plays a vital role in enhancing students’ holistic knowledge framework and cultivating their ability to integrate science with culture. It also serves as a platform for promoting traditional cultural knowledge, inspiring students to strengthen their national cultural confidence. This paper takes the discussion on ancient Chinese textile dyeing techniques with plant pigments from the author’s general education course “Chemistry in Liberal Arts” as an example. It explores the practical wisdom accumulated by ancient Chinese laborers in botanical dyeing and the underlying chemical principles. The paper delves into how to integrate cultural heritage into scientific knowledge within general education, aiming to cultivate students’ scientific and humanistic literacy.

With the goal of cultivating diverse and innovative technical talents, this study addresses the foundational and abstract nature of chemistry courses through teaching mode reforms. Diverse teaching methods are adopted, along with the establishment of an information-based second classroom. Additionally, the experimental component sees the inclusion of design-oriented and open-ended experiments, coupled with the implementation of diverse process-based assessment methods. Ultimately, these changes aim to enhance students’ overall competence and innovation skills, contributing to the cultivation of more innovative scientific and technological talents in the field of organic electronics and information.

Based on the key laboratories of “Double First-Class” universities, a “multi-faceted” talent training model has been constructed focusing on “ideological guidance, teaching quality, teaching practice, innovation ability, and teacher proficiency”. This model aims to explore new pathways for reforming the training of innovative talents. By strengthening practical teaching components, the model significantly enhances students’ practical and innovative abilities, providing an efficient reform path for cultivating innovative talents in the key laboratories of “Double First-Class” universities.