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

低炭素戦略下の土木工学教育におけるコアコース内容の低炭素再構築 (AI 翻訳)

Yuyi Liu, Qin Yang, Q Wang, Xu Jiayu, Jiale Yu, Shiyu Yu, Changsheng Geng

Education and Social Work📚 査読済 / ジャーナル2026-04-28#その他Origin: CN
DOI: 10.63313/esw.9121
原典: https://doi.org/10.63313/esw.9121

🤖 gxceed AI 要約

日本語

本論文は、中国のカーボンピーキング・カーボンニュートラル戦略下で、建設業の低炭素化が土木工学の人材育成に新たな要求を課していることを指摘。従来のカリキュラムと低炭素移行の能力要求とのミスマッチを解消するため、OBE（成果基盤教育）の理念に基づき、4つの代表的なコアコースの改革案を提案。具体的な内容の追加・削除、実験の高度化、実践事例の更新を含み、低炭素教育の実践的な参照経路を提供する。

English

This paper highlights the structural misalignment between civil engineering curricula and the competency demands of low-carbon transition under China's dual carbon strategy. Based on Outcome-Based Education, it proposes systematic reforms for four core courses, including content restructuring, lab upgrades, and case renewal. The findings provide a practical reference for implementing low-carbon education reform at the course level.

Unofficial AI-generated summary based on the public title and abstract. Not an official translation.

📝 gxceed 編集解説 — Why this matters

日本のGX文脈において

日本のGX戦略下でも、土木工学教育に低炭素内容を組み込む必要性が高まっており、本論文のカリキュラム再構築アプローチは参考になる。ただし、中国固有の政策文脈に基づくため、日本の教育制度への直接適用には調整が必要。

In the global GX context

This paper offers a structured methodology for embedding low-carbon content into civil engineering curricula, relevant to global efforts to align higher education with sustainability goals. While China-specific, the OBE-based reform framework could inform curriculum updates in other countries facing similar decarbonization demands.

👥 読者別の含意

🔬研究者:Provides a case study of curriculum redesign for low-carbon competency, useful for education researchers in engineering and sustainability.

🏢実務担当者:Curriculum designers in civil engineering programs can adopt the proposed reform schemes for integrating low-carbon topics into core courses.

🏛政策担当者:Education policymakers can use this as a reference for updating national standards to include green skills in engineering education.

📄 Abstract（原文）

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.

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