In order to better carry out the concept of ideological and political education, the curriculum reform of Advanced Environmental Chemistry, a compulsory course for graduate students majoring in environmental science at Henan University, was carried out in this paper. The intersection of curriculum with ideological and political education is explored from multiple perspectives, including teaching content, teaching methods, and assessment approaches. The reform measures aim to build a new educational framework for the advanced environmental chemistry course, providing a reference for similar courses to integrate ideological and political education into their teaching reforms.

Combining with the feature of organic chemistry course, this paper presents reform measures in response to the unique mining and metallurgy background of the environmental major at the University of Science and Technology Beijing. The systematic reforms and practices include improving teaching effectiveness through enhanced teaching methods, establishing a diversified assessment system by adjusting evaluation standards, and integrating ideological and political element to achieve comprehensive education. The learning motivation of students on solving the problem of environmental pollution in mining and metallurgy is stimulated, as well as students’ understanding and practical ability of organic chemistry theory being achieved at the same time.

Inorganic and Analytical Chemistry is an important course for freshmen majoring in agriculture and forestry. Under the new agricultural science framework, deeply integrating ideological and political elements into the course is of great significance to cultivate innovative talents who are knowledgeable and passionate about agriculture. At Hebei Agricultural University, the Inorganic and Analytical Chemistry course, recognized as a national first-class undergraduate course, has developed a comprehensive and multi-dimensional system of ideological and political education. This system has been achieved through updating the curriculum system, optimizing teaching resources, building ideological and political resource database, and organically integrating ideology and politics with innovation. This approach fully leverages the educational function of foundational courses, achieving a synergistic resonance between knowledge transmission and value guidance.

“Environmental chemistry” is a compulsory course for undergraduates majoring in normal chemistry and applied chemistry at Jiangsu Second Normal University, representing a crucial branch of the chemistry discipline. This study assesses the effectiveness of traditional teaching methods in “Environmental Chemistry” through a questionnaire, identifying key areas for improvement. Focusing on the “Water Environmental Chemistry” chapter, this paper explores the application of project-based learning in classroom teaching practice. The study evaluates the impact of project-based learning on the course through surveys, highlighting its advantages and limitations, and proposes corresponding improvement measures. The findings aim to offer valuable insights for teaching reforms in “Environmental chemistry” and similar courses in higher education.

To address issues in short duration general chemistry courses, such as significant individual differences among students, lack of interest in learning, and poor applicability of the course, a student-centered approach was adopted. The course content, resources, ideological and political education, and assessment systems were optimized to create an integrated teaching model for general chemistry. By incorporating both self-developed and cross-institutional resources, a blended learning environment was established, providing progressive teaching materials to mitigate disparities in students’ chemistry foundations. The introduction of advanced experimental curriculum, grounded in scientific innovation, was designed to stimulate student interest and enhance the course’s practical relevance. This teaching model has shown positive outcomes in practice and offers valuable insights for the future development of general chemistry courses with reduced lecture hours in engineering programs.

This innovative comprehensive experiment aims to develop a teaching concept based on “green chemistry” by integrating theoretical knowledge of literature retrieval, inorganic synthesis, instrumental analytical chemistry and electrochemistry. Emphasizing chemical recycling, reuse and repurposing of waste, the experiment deepens students’ understanding of basic chemistry principles, promotes innovative thinking, and enhances their innovation consciousness. Taking carbon quantum dots and energy storage as the entry point, the research focuses on carbon quantum dots obtained from the hydrothermal reaction of rice husk, aiming to explore the relationship between their structure and properties. Through experimental design, result analysis and collaborative discussion, students can gain insights into the interdisciplinary potential of “agriculture and science” integration and the fusion of science and education. This approach effectively improves students’ practical and innovation abilities, and enhances their academic confidence.

In response to the problem of the "four disconnects" in the ideological and political construction, namely the detachment of teachers, curriculum, profession, and students, this paper proposes solutions focusing on enhancing teachers' sense of primary responsibility, integrating scientific history into the curriculum, aligning engineering ethics cases with professional content, and encouraging students to actively engage in clarification to elevate empathy levels. These solutions, which embody the “four closeness” to teachers, curriculum, profession, and students, are exemplified through the exploration of the case of “University Chemistry”, a demonstration course in ideological and political education in Chongqing Municipality.

In the context of the construction of first-class courses, the development of online and offline hybrid first-class courses requires guidance schemes. This paper follows the five stages of the ADDIE model—analysis, design, development, implementation, and evaluation, integrating the “Learning App” smart teaching platform, to construct a framework for the development of online and offline hybrid first-class courses. This framework has been applied in the teaching practice of the “Inorganic and Analytical Chemistry” course, providing a detailed explanation of each stage in the ADDIE model. This construction plan is clear, easy to implement, and has not only guided the development of the national first-class course in “Inorganic and Analytical Chemistry” at our university, improving both student learning outcomes and teacher effectiveness, but also offers a reference scheme for the construction of other hybrid first-class courses, demonstrating strong potential for broad application.

Concept mapping, as a tool for organizing and representing knowledge, has become an effective strategy for teaching science courses due to its ability to facilitate meaningful learning and reduce extraneous cognitive load. This approach is particularly beneficial for students with limited language proficiency. To help students succeed in the English Medium Instruction (EMI), this study integrated concept mapping assignments into the EMI-based General Chemistry course. The effectiveness of this approach was evaluated through statistical analyses student’s academic performance, assessment of concept mapping assignments, and student’s perceptions of their implementation of concept mapping assignments.

This paper presents the development of a first-class General Chemistry course for non-chemistry majors at Harbin Institute of Technology. The course construction is based on the deep integration of ideological and scientific education, with a focus on practical innovation and diverse talent cultivation. A structured three-tier teaching system—comprising theoretical instruction, practical application, and innovation—is implemented to enhance learning outcomes. Additionally, the “three transformations” approach integrates teaching and research resources into classroom instruction, laboratory projects, and course materials. This study provides insights and references for the high-level operation and sustainable development of first-class university courses.

Under the background of emerging engineering education, the Department of Chemistry of Tianjin University has implemented innovations and reforms in the “General Chemistry” course to enhance the scientific literacy and innovation ability of students from non-chemistry and chemical engineering majors. The reform addresses issues such as disparities in students’ chemical knowledge, insufficient alignment between the course and engineering construction, and underutilization of the course’s educational potential. The course team has carried out systematic reforms across several areas, including course content, teaching methods, and assessment and evaluation. These reforms involve optimizing course material, developing teaching resources, and introducing innovative teaching models. Feedback from students indicates that the reform has significantly improved satisfaction and teaching effectiveness, effectively promoting the improvement of students’ abilities. In the future, the course team plans to further optimize the teaching content, explore new methods of assessment and evaluation, and develop digital education to better meet the demands of large-category enrollment and emerging engineering construction, thereby enhancing the supporting and educational functions of the General Chemistry course.

Effectively identifying and integrating ideological and political education resources within university courses in a seamless and meaningful manner is an important issue in modern higher education. This article explores ancient poetry, real-life examples, cutting-edge scientific research, and the socialist ideology with Chinese characteristics related to inorganic and analytical chemistry courses, and further examines their connection with the cultivation of professional spirit and social personality of college students. This approach establishes an ideological and political education framework for the inorganic analytical chemistry course which embodies four flavors: poetic flavor, life flavor, scientific research flavor, and new era flavor.

Following the implementation of National Electric Vehicle Industry Development Plan (2021–2035), battery materials-related courses have been widely established in Chinese universities, accompanied by the dual requirements of emerging engineering education principles and ideological-political curriculum development. Using the Battery Materials course at Hunan Normal University’s Chemical Engineering (Energy Materials) program as a case study, this paper outlines the course’s training objectives, knowledge architecture, and ideological-political framework. It further examines strategies for addressing pedagogical challenges through interdisciplinary connections with related undergraduate courses and practical engineering education components, ultimately enhancing students’ professional identity and achieving comprehensive curriculum objectives.

To address the inherent challenges of extensive theoretical complexity in organic chemistry education and its insufficient integration with agricultural and forestry disciplines, we developed the value-driven O-VALUE innovation model. This comprehensive approach features three core components: 1) Restructured instructional content organized into thematic modules that present chemical solutions to agriculture-forestry challenges; 2) Enhanced pedagogical strategies employing problem-based seminars, practical case analyses, and immersive four-month agricultural research projects; 3) Enriched curriculum resources building upon national first-class online courses, emphasizing “structure-property-function” chemical reasoning complemented by SPOC modules for professional competency development. The evaluation system incorporates chemical thinking applications in agriculture-forestry problem-solving as key ideological assessment metrics. Through systematic implementation, this reform transforms the omnipresent chemical principles in interdisciplinary studies into engaging learning experiences, while translating chemistry's versatile applications into professional commitments for life sciences and agricultural advancement. Empirical results demonstrate enhanced student competencies in addressing plant protection, food security, pharmaceutical development, and sustainable resource utilization, significantly improving learning outcomes and professional motivation.