Low-Carbon Restructuring of Core Course Content in Civil Engineering Education Under the Dual Carbon Strategy

Abstract

Driven by the overarching imperatives of the carbon peaking and carbon neutrality strategy, the low-carbon transformation of the construction industry has imposed fundamentally new requirements on civil engineering talent development. Yet the structural misalignment between the prevailing curriculum and the competency demands of the industry's low-carbon transition has emerged as the central bottleneck constraining the quality of professional training. Grounded in the Outcome-Based Education (OBE) philosophy as its methodological foundation—and guided by the core principles of demand-driven curricula, competency-centered pedagogy, and iterative content renewal—this study proposes systematic reform schemes for four representative core courses: Civil Engineering Materials, Civil Engineering Construction Technology, Civil Engineering and Environmental Protection, and Concrete Structural Design. Each scheme encompasses the restructuring of instructional content through targeted additions and deletions, the upgrading of laboratory components, and the renewal of practical case studies. The findings provide an operationally viable reference pathway for implementing low-carbon education reform at the course level in civil engineering programs under the dual carbon imperative.