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

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.