Citation: Yuan Teng, Xiao Lin, Senpei Tang, Dongcai Guo, Xin Li, Youji Li. Construction and practice of an “engineering training-engineering design-innovation and entrepreneurship” practical teaching platform for the cultivation of applied talents[J]. University Chemistry, ;2026, 41(7): 25-34. doi: 10.12461/PKU.DXHX202505052 shu

Construction and practice of an “engineering training-engineering design-innovation and entrepreneurship” practical teaching platform for the cultivation of applied talents

Yuan Teng ¹ ,
Xiao Lin ¹ ,
Senpei Tang ¹ ,
Dongcai Guo ^1,2 ,
Xin Li ^3,, ,
Youji Li ^1,,

1.
School of Chemistry and Chemical Engineering, Jishou University, Jishou 416000, Hunan Province, China;
2.
School of Chemistry and Chemical Engineering, Hunan University, Changsha 410082, Hunan Province, China;
3.
Institute of Biomass Engineering, South China Agricultural University, Guangzhou 510642, Guangdong Province, China

Corresponding author: Xin Li, Youji Li,
Received Date: 18 May 2025
Revised Date: 30 July 2025

The Innovation Practice Education Center adopts an innovative organizational model that deeply integrates resources from enterprises, universities, and academic departments to establish a “co-construction, sharing, co-management, and mutual-benefit” framework. This systematic approach has successfully built an integrated “engineering training-engineering design-innovation and entrepreneurship” (referred to as “dual engineering and dual innovation”) practice education platform. Through collaborative efforts, we have established: a “dual specialization and single application” engineering training platform, a “curriculum-specialization-application” engineering design platform, and a “four-dimensional integration” innovation and entrepreneurship platform, collectively serving over 1300 students annually. The implementation of a “dual-objective model” practical teaching system has enhanced standardization and normalization of practice-based education, broadening student participation while improving competition performance, employment competitiveness, and professional success rates. Furthermore, we have developed a “1+3+3” operational model that clearly defines responsibilities among enterprises, universities, and departments, facilitating joint talent cultivation, shared process management, resource allocation, responsibility distribution, and complementary advantages. This model significantly improves platform security, accessibility, and effectiveness, enabling local institutions to transform chemical engineering education from traditional, fundamental approaches to developmental, application-oriented innovation.
- Practical teaching,
- Applied innovative talents,
- University-enterprise collaboration,
- Platform co-construction,
- Emerging engineering education
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