“Fuel cell technology” is the first bilingual core course introduced by the Department of Energy Storage Science and Engineering at China University of Petroleum (East China). Targeting students in energy storage, renewable energy, and materials-related programs, the course responds to China's “dual-carbon” strategy and national hydrogen development plan. A four-chain reform framework—objectives, content, evaluation, and culture—was designed to integrate ideological and political education with professional instruction. First, course objectives were restructured to embed values such as green development, engineering responsibility, and research integrity into each chapter. Second, a multidimensional case library was established, combining international practices (e.g., NASA fuel cell systems, Toyota Mirai) with domestic achievements (e.g., Shenzhou spacecraft fuel cells, Winter Olympics hydrogen buses, and breakthroughs in Pt-based ORR catalysts), enabling cross-cultural comparison and value guidance. Third, a formative-summative assessment system was implemented through English literature reviews, localization roadmap projects, and reflective journals, providing measurable evidence of students' growth in cognition, communication, and responsibility. Finally, the course was linked with project practice and innovation competitions, fostering a seamless “classroom-project-competition-application” training pathway. After two years of implementation, the course achieved significant outcomes: teaching evaluation scores exceeded 98/100, students' ideological recognition improved by over 30 points, 87% reported enhanced English communication skills, and more than 80% expressed career interest in hydrogen-related fields. The course has thus developed a transferable bilingual model that integrates knowledge, competence, and values, offering practical guidance for cultivating interdisciplinary talents under the new engineering education framework.

This study introduces an undergraduate teaching experiment that employs electrochemical methods to directionally convert urea into high-value nitrite. A Co-doped Ni₃S₂ (Co-Ni₃S₂) catalyst was designed for the catalytic conversion of urea molecules. Using Co-Ni₃S₂ as the anode catalyst in an alkaline urea electrolyte, the electrocatalytic performance was evaluated via a three-electrode testing system. The effects of applied potential and Co-doping strategy on product selectivity were systematically investigated to identify optimal reaction conditions. Quantitative detection of NO₂^- was performed, and key evaluation metrics such as Faradaic efficiency and yield rate were calculated. This experiment integrates inorganic material preparation, electrochemical testing, and analytical chemistry techniques, enabling students to appreciate the significance of urea resource utilization (“turning waste into wealth”) and the economic value of NO₂^- in the chemical industry. The experiment enhances students’ scientific thinking, experimental design, and research innovation capabilities, demonstrating strong feasibility and educational value.