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OBE-Based Teaching Reform Practice in Public Policy Analysis under the “Dual Carbon” Goals

Wenhuan Wang, Jingjing Zhan, Yushi Chen, Lieen Weng*

Guide to Education Innovation / 2026,6(1): 94−104 / 2026-03-31 28 11

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• Information:

  School of Public Administration, Zhejiang University of Technology, Hangzhou

• Keywords:
  Public Policy Analysis; Outcome-Based Education (OBE); Low-carbon governance; Talent development
• Abstract: Amidst the global carbon neutrality agenda, there is an urgent need to cultivate public administration talent with enhanced green governance capabilities. This study employs Public Policy Analysis as a case study and implements a systematic teaching reform based on the Outcome-Based Education (OBE) framework. This reform addresses key challenges such as overly abstract theoretical content, a gap between theory and practice, and difficulties in accessing relevant literature. By adopting the teaching philosophy of “integrating research with instruction and combining practice with innovation” and implementing a four-pronged reform strategy: research-guided instruction, practice-driven learning, innovation-oriented cultivation, and competition-based validation, the course has shifted from a traditional knowledge-delivery model to a competency-centered approach. Empirical evidence shows that the reform effectively strengthens students’ core abilities in identifying, formulating, and evaluating low-carbon policies, providing a practical model for cultivating high-quality public administration talent equipped to meet the demands of China’s green and low-carbon development strategies.
• DOI: 10.35534/gei.0601009 (registering DOI)
• Cite: Wang, W. H., Zhan, J. J., Chen, Y. S., & Weng, L. E. (2026). OBE-Based Teaching Reform Practice in Public Policy Analysis under the “Dual Carbon” Goals. Guide to Education Innovation, 6(1), 94−104.