Exploration of Integrating the “Dual Carbon” Goals into the Teaching Reform of “Soil Pollution and Remediation” Courses: A Case Study of the “Soil Organic Carbon Sequestration and Synergistic Pollution Remediation” Module

In response to the new requirements for soil ecosystems under the national “dual carbon” strategy, this study explores pathways for integrating the “dual carbon” goals into the teaching reform of the “Soil Pollution and Remediation” course, taking the “Soil Organic Carbon Sequestration and Synergistic Pollution Remediation” module as a case study. To address the issue that traditional curriculum content overemphasizes pollutant removal efficiency while neglecting carbon footprint assessment and the enhancement of carbon sink functions, reform measures are proposed in three aspects: Theoretical teaching, practical sessions, and project-based learning (PBL). Theoretical teaching incorporates methods such as carbon footprint accounting and life cycle assessment to strengthen the concept of synergizing pollution control with carbon sink improvement. Practical sessions involve open-ended experiments that guide students to quantitatively analyzing the carbon sequestration potential of remediation measures. Simultaneously, a national strategy demand-oriented PBL project repository is established to cultivate students’ systems thinking and innovation capabilities. Teaching effectiveness evaluation indicates that the reforms have effectively improved students’ understanding of “dual carbon” knowledge and their comprehensive practical abilities, providing reference experience for talent training in environmental engineering.