RESEARCH ON TEACHING REFORM OF
PETROCHEMICAL COURSES IN
UNIVERSITIES IN THE CONTEXT OF
CARBON NEUTRALITY
Junchao Zhao*
Faculty of Teacher Education, Hechi University, Hechi, Guangxi, 546300, China
qq1987472022@163.com
Reception: 25/02/2023 Acceptance: 22/04/2023 Publication: 20/05/2023
Suggested citation:
Zhao, J. (2023). Research on teaching reform of petrochemical courses in
universities in the context of carbon neutrality. 3C TIC. Cuadernos de
desarrollo aplicados a las TIC, 12(2), 193-208. https://doi.org/
10.17993/3ctic.2023.122.193-208
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ABSTRACT
The increasing pollution caused by carbon emissions has led to a growing call for
emission reduction. With China's current goal of carbon neutrality, how to innovate the
petrochemical industry has become a hot issue. As a higher education institution that
delivers talent for the petrochemical industry, it is in line with this trend to carry out
teaching reforms of professional courses. In this paper, we collect data extensively for
the evaluation of course attainment in the petrochemical industry and carry out the
weight allocation of factors. Two classes of a university's 2018 class of petrochemical
industry majors were used as the comparison objects. One of the classes was taught
in a reformed manner while the other class was taught in a traditional manner. The
results showed that the overall score of the class subjected to reformed instruction
was 78.9, which was greater than the 74.6 score of the class taught using the
traditional approach. In addition, when surveyed for feedback on course content, it
was found that a whopping 92% of students showed identification with their major.
Only 2% of the students felt that the new teaching style was a waste of their time.
KEYWORDS
Carbon neutrality; petrochemical industry; professional courses; teaching reform;
higher education institutions.
INDEX
ABSTRACT
KEYWORDS
1. INTRODUCTION
2. REFORM OF PETROCHEMICAL EDUCATION IN THE CONTEXT OF CARBON
NEUTRALITY
2.1. Training Objectives and Curriculum
2.2. Course Ideology and Teaching Content
3. EVALUATION ANALYSIS OF THE DEGREE OF ACHIEVEMENT OF
PETROCHEMICAL PROFESSIONAL COURSES
3.1. Teaching evaluation system based on the OBE concept
3.2. Evaluation analysis of the degree of achievement of petrochemical
professional courses
4. EXAMPLE ANALYSIS
4.1. Analysis of Course Attainment Evaluation Scores
4.2. Analysis of Course Content Feedback
5. DISCUSSION
6. RESULTS
REFERENCES
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1. INTRODUCTION
With today's goal of carbon neutrality, how to harmonize petrochemicals and
ecology has become a hot issue that needs to be addressed urgently [1-3]. The goal
of achieving carbon neutrality by 2060 was first proposed by Chinese President Xi
Jinping at the United Nations General Assembly on September 22, 2020. The
introduction of this target not only shows China's great power role but also brings
opportunities and challenges for the transformation and upgrading of China's
petrochemical industry. In this context, how to use the carbon neutrality target to force
oneself to reduce carbon awareness is something that should be taken seriously by
the industry [4-6]. Actively developing energy-saving and low-carbon processes and
participating in the construction of a carbon emission trading market are important
means to achieve carbon neutrality [7-9]. As a higher education institution providing
talents for the petrochemical industry, how to adapt teaching to the new environment
is also one of the means to accelerate the achievement of carbon neutrality [10,11]. In
the new era, social development and economic construction need suitable talents. At
present, all universities are in full swing to cultivate new engineering technical talents.
As a pillar industry of the national economy, petrochemical products cover a wide area
and are closely related to people's life [12-14]. The corresponding teaching reform for
it should not only take into account the complexity of its knowledge system but also
the changes of industry standards brought by the reform. As a long chain of industries,
the huge impact of drastic changes is unforeseeable. Various reasons make the
corresponding pedagogical reform difficult, and the small number of reference
examples leads to no standards to follow.
Amin M S [15] studied the impact of providing students with appropriate carbon
reduction materials and presenting scientific explanations to a new generation of
students. Gamarra A R [16] conducted an in-depth assessment of how well five public
schools were performing in their school environments as they transitioned to a low-
carbon economy and a sustainable social model. Du J [17] investigated the
effectiveness of a psychosocial approach to teaching and learning to foster carbon
reduction behaviors such as energy conservation in dormitories. A questionnaire
survey of 290 students was conducted and found that this approach was effective in
increasing the body of knowledge about energy-saving behaviors. Students were able
to better understand energy use behaviors by identifying the role of ethical beliefs.
Mazhar M [18] explored the barriers encountered in carbon management in UK
universities and highlighted the main challenges that need to be addressed. In his
study, a mixed-method approach was used to conduct a content analysis of carbon
management approaches, which led to the exploration of barriers. These barriers can
help to establish some theoretical support for carbon emissions. Sippel M [19]
explored the lifestyle characteristics of campus students at a time when universities
are taking on increasing responsibility for climate protection. After collecting data on
students' lifestyles and emission patterns through questionnaires, a web-based
carbon calculator was used to perform calculations. An attempt was made to identify
appropriate ways of living with low carbon emissions on campus. Udas E [20] in his
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study shared an institutional process aimed at a gradual transition towards carbon
neutrality. In order to achieve the goal of carbon neutrality, he argues that three major
transformational strategies are adopted: carbon reduction, carbon offsetting, and
mainstreaming of sustainable actions through teaching and research can be done. He
has successfully developed a locally adapted sustainability institutional framework to
facilitate change in day-to-day operations. Also implementing interdisciplinary
research, integrating sustainability into teaching and education, and strengthening
outreach programs. From the studies of various scholars above, it is easy to see that
as the concept of carbon neutrality takes hold, more and more scholars are happy to
combine it with pedagogical reform [21,22]. This combination will allow the concept of
carbon reduction to be ingrained in students and later applied in the fields they are
subordinated to. This is of great help to achieve the goal of carbon reduction.
In order to adapt to social development as well as the needs in the context of
carbon neutrality, it is necessary to reform the teaching of current university
petrochemical courses according to the needs. The study of the original teaching form
and connotation will help to specify how to make linked adjustments and reforms to
the petrochemical industry [23-25]. In addition, the construction of a new curriculum
and teaching system should be oriented to the needs of society and the core of
students' competence development. Universities not only have a supporting role in
today's economic development and industrial transformation and upgrading but also
are of great help to the cultivation of new talents and the construction of new teaching
theories. This paper analyzes the teaching evaluation system based on the OBE
(Outcome-Based Education) concept and applies it to petrochemical students in a
university for example analysis. We try to explore whether we can cultivate high-
quality petrochemical industry talents in the new situation under the new reform
teaching.
2. REFORM OF PETROCHEMICAL EDUCATION IN THE
CONTEXT OF CARBON NEUTRALITY
Petrochemical technology is one of the typical focuses of traditional energy
engineering majors, mainly concentrating on drilling and completion engineering,
subsurface fluid flow laws, development technology theory, process technology, and
oil and gas reservoir management. Under the current carbon-neutral background, the
reform of petrochemical technology education and teaching is an important way to
achieve the goal of high-quality carbon neutrality. Specific reform ideas mainly include
the following aspects.
2.1. TRAINING OBJECTIVES AND CURRICULUM
With the goal of carbon-neutral-oriented education, students are motivated and
interested in carbon-neutral related industries according to their professional
development needs. Understanding the close relationship between carbon neutrality
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and the oil and gas industry will enable students to better participate in engineering
design and production construction in the petroleum engineering field after graduation.
In addition, students can be involved in the design of strategic requirements for
"decarbonization" goals in the oil and gas sector, and then engage in carbon neutral
management and research and development [26,27].
To do this, it is necessary to optimize the existing teaching programs. In
petrochemical technology, on the one hand, carbon capture is achieved through
various measures such as carbon storage in abandoned oil and gas reservoirs and
CO2 oil drives. On the other hand, carbon substitution is achieved by replacing
conventional oil and gas resources with unconventional resources (shale oil and gas,
geothermal energy, natural gas hydrates, etc.). Finally, the clean utilization of energy
is achieved and the conversion rate is improved [28,29]. On this basis, in terms of
curriculum, the traditional petroleum engineering-related courses should be retained,
and appropriate elective courses on clean energy such as "carbon capture and
storage" and "energy conservation and emission reduction" should be added. At the
same time, courses on geothermal energy, natural gas hydrate, and hydrogen
production should be introduced. The professional curriculum of the old and new
teaching modes is shown in Figure 1. In the teaching process, we should focus on
cultivating students' interdisciplinary awareness and establishing the concept of green,
low-carbon, and clean energy, so as to lay the foundation for the carbon-neutral
industry after graduation.
Figure 1. The curriculum of the petrochemical industry in the context of carbon neutrality
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2.2. COURSE IDEOLOGY AND TEACHING CONTENT
Using mobile devices for online teaching is an important measure to improve
teaching effectiveness. From the perspective of teaching, we should make full use of
online teaching resources and pay attention to the diversity of teaching methods. We
should make good use of online teaching resources, shared classrooms, and other
high-quality online teaching tools, pay attention to the guidance and inspiration of
students' ideas, let students actively participate in classroom teaching, and improve
their active learning ability and learning efficiency [30,31]. In addition, classroom
teaching should also cultivate students' patriotic emotions through various typical
examples, focus on the organic combination of course teaching and ideological and
political education, and strengthen ideological and political leadership. The synergistic
effect is brought into play to cultivate students' ideals and beliefs, moral sentiments,
and other good moral qualities.
With the development of modern technology, interdisciplinarity is becoming
increasingly important. Interdisciplinarity is the way to achieve the goal of high-quality
carbon neutrality [32,33]. By thinking laterally, it helps to effectively solve industrial
bottlenecks and promote technological development. In addition to relevant basic
theories and basic skills, petrochemical students should be able to think in the cross
direction of chemistry, physics, mechanics, materials, and other disciplines, and apply
their knowledge flexibly to achieve the goal of carbon removal.
3. EVALUATION ANALYSIS OF THE DEGREE OF
ACHIEVEMENT OF PETROCHEMICAL
PROFESSIONAL COURSES
3.1.
TEACHING EVALUATION SYSTEM BASED ON THE OBE
CONCEPT
Curriculum evaluation is one of the important links of the modern teaching system,
which plays a pivotal role in the development and improvement of teaching. A
scientific and reasonable curriculum evaluation method can optimize teaching
management science, promote the improvement of teaching quality and efficiency,
and ensure the effectiveness of the curriculum system. In the teaching system pointed
by OBE, course evaluation is one of the most basic closed-loop quality evaluations,
and also an important dimension in building the teaching quality control system of
universities.
The course evaluation based on the OBE concept can be summarized into three
main points. The first point is to clarify the relationship between the professional
training objectives, graduation requirements, and the curriculum system. The
determination of course objectives must meet the students' skill development
requirements in the graduation requirements. The establishment of the curriculum
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system must cover all index points of graduation requirements and establish a close
connection between courses and curriculum. The teaching and learning process is
based on the course objectives, and deriving the course evaluation results will allow
us to accurately track course attainment as well as graduation requirement
attainment, ultimately creating a closed-loop, results-oriented assessment system.
The second point is to reflect the degree of course completion through course grade
evaluation, reduce the weight of final exam results in course evaluation, and increase
the weight of teaching process evaluation. Add various evaluation items to the
teaching process evaluation, including students' daily assignments, classroom exams,
learning performance, and emotional attitude. As the main body of course learning,
students need to pay attention to their emotions, which can help to adjust students'
learning status in time and stimulate their enthusiasm and subjective initiative. The
last point is not only limited to the evaluation of classroom teaching effect but also
increases the evaluation of students' practical ability, including course experience,
enterprise internship, competition, etc. Students should be encouraged to participate
in Internet innovation and entrepreneurship competitions, Challenge Cup, etc. to
improve their innovation ability. It is also necessary to combine classroom theoretical
knowledge with practical activities and integrate practical skills into the course
evaluation to promote students' overall development.
3.2. EVALUATION ANALYSIS OF THE DEGREE OF
ACHIEVEMENT OF PETROCHEMICAL PROFESSIONAL
COURSES
In this paper, we will take the graduation requirements of a university's
petrochemical industry major as an example, and establish a support system for the
cultivation of high-quality technical skills talents. For the division of specific index
points, the division content is shown in Figure 2. The content of the first-level index
includes whether one can operate and maintain the petrochemical unit equipment,
whether one can control the operation of the petrochemical production unit, and
whether one has the ability to analyze the production operation and deal with
abnormal conditions. The secondary indexes mainly consist of core courses in oil
formation physics, seepage mechanics, rock mechanics, oil recovery engineering,
drilling engineering, and petroleum engineering big data. The specific weighting
parameters of each index are detailed in Figure 2.
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Figure 2. Example of correspondence between indicator points and supporting course system
According to the weight coefficients set for different courses, the degree of
achievement of each graduation requirement index point can be calculated by
weighted summation, as shown in equation (1).
(1)
Where: Z is the degree of achievement of each graduation requirement index point;
Yi is the evaluation of course achievement; ai is the weight coefficient of the course to
the index point; m is the number of courses corresponding to the index point.
The calculation method of course attainment is shown below.
The evaluation value of the petrochemical course on the index point attainment is
calculated according to the formula shown below.
(2)
Where: is the final assessment weight; x is the total score of the test questions
related to the index point in the sample; is the average score of the test questions
related to the index point in the sample.
Appraisal assessment evaluation value.
(3)
Z
=
m
∑
i=1
aiY
i
y
1=Q1×
¯x
x
y
2=Q2×
¯n
n
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Where: is the process assessment weight; n is the total score of the class process
assessment score; is the average score of the class process assessment score.
Practice assessment evaluation value.
(4)
Where: is the weight of practical assessment; p is the total score of class process
assessment results; is the average score of class process assessment results.
Course Attainment Rating Value.
(5)
4. EXAMPLE ANALYSIS
4.1. ANALYSIS OF COURSE ATTAINMENT EVALUATION
SCORES
This paper analyzes and compares students in Class 1 and Class 2 of the 2018
petrochemicals program at a university, where Class 1 underwent a reform of
professional course teaching in the context of carbon neutrality in the current
academic year, and Class 2 was taught by traditional teaching methods. The number
of students in both classes is 50. The evaluation of course attainment of
petrochemical industry majors used the course performance analysis method to
quantitatively analyze the assessment results. The course attainment consists of three
parts, which are course process assessment evaluation value, end-of-course
evaluation value, and practical assessment evaluation value. The corresponding
evaluation weights are 30%, 40%, and 30%, respectively. The specific size of the
weight comes from the data reference in the research of the teaching system and the
evaluation and analysis of the degree of curriculum achievement. The next course
achievement evaluation analysis was conducted for Class 1 and Class 2, and the
achievement evaluation values are shown in Figure 3.
y
3=Q3×
¯p
p
y=y1+y2+y3
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Figure 3. Course attainment evaluation scores of the Class of 2018 in petrochemicals
The evaluation scores of the two classes can be obtained from Figure 3, in which
Class 1, which received the reformed instruction, has an overall score of 78.9, while
Class 2, which did not receive the corresponding instruction, has an overall score of
74.6. It can be seen that the student's course attainment scores have improved after
receiving the reformed instruction. For the three components that make up the score,
the scores have improved to different degrees after the implementation of the
reformed teaching program. For the course process evaluation score, the score
increased from 20.7 to 21.9, an increase of 5.79%. The end-of-course evaluation
score increased from 28.4 to 31.2, an increase of 9.85%. The practical assessment
score increased from 23.1 to 25.8, an increase of 11.69%. It is easy to see from the
increase of the three, that the increase of the practical assessment value is the largest
among the three. The specific reason for this situation is to a large extent due to its
composition. From the description above, we can find that the practical assessment
value is composed of course experience, enterprise practice, and competition
projects. Compared with the other two parts, this part pays more attention to the
cultivation of students' practical abilities. As the practice is close to reality, students
can be better exposed to cutting-edge development and broaden their insight. In
addition, the extensive project participation and competition preparation provide
practical experience that is not available in the previous classroom. As the course
process assessment evaluation value with the smallest increase, it is only half the
increase of the practical assessment evaluation value. This part is mainly composed
of traditional teaching evaluation contents such as attendance, homework, class tests,
and learning attitudes. Even if the corresponding reform teaching is carried out, the
basic content still cannot jump out of this framework, which is the reason for the small
increase. For the end-of-course evaluation value, the increase is within the two. This
part of the course attainment score is basically a student assessment of the content
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and structure of the course, so the score depends on the student's self-perception of
the course. The increase in this part of the score is not insignificant because of the
greater optimization brought about by the curriculum reform.
Since the end-of-course assessment value is weighted at 40%, more attention
should be paid to this aspect in the curriculum reform. However, the analysis above
also reflects a very important point. Although the weight of the practical assessment
evaluation value is relatively small, it has a high score increase. If more reforms are
put into this point, good results may be achieved.
4.2. ANALYSIS OF COURSE CONTENT FEEDBACK
After the class, a questionnaire survey of teaching feedback was conducted for the
Petrochemicals 1 class that had conducted the teaching reform of the professional
course in the context of carbon neutrality, and the results are shown in Figure 4.
Figure 4. Students' feedback on course content in the context of "carbon neutrality"
In this questionnaire, it is very intuitive to see the students' views on the content
changes with the curriculum reform. The survey consists of five main parts: for the
improvement of their general quality, whether there is better help to understand the
professional knowledge, for the increase of the professional identity, for the more
comprehensive understanding of the concept, and whether they feel that they have
wasted their time. For these five items, a high 92% of students expressed their
approval in terms of increased professional identity. With the development of recent
years, unlike the rapid development of various science and technology brought about
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by the upgrading of status, the status of the traditional petrochemical industry can be
said to be in decline. This situation has actually indirectly led to a sense of extreme
disapproval among petrochemical industry students in their own professional fields.
However, it can be found that the new reformed teaching has led to a significant
increase in student recognition. This is because the carbon-neutral context of the
reform has allowed students to better understand the current state of their profession
and to understand that innovations in their industry can contribute significantly to the
achievement of carbon reduction goals. These increased perceptions are what
increase the increased recognition of their profession. At the same time, it can be
found that only 2% of the students feel that they are wasting their time, which can also
reflect the satisfaction of the students with the course content under the teaching
reform.
The approval ratings of 79%, 75%, and 85% for improving one's overall quality,
better understanding of professional knowledge, and a more comprehensive
understanding of concepts, respectively. Although not as high as the professional
recognition, it is still a good level. Even so, it should be noted that nearly 20% of the
students still think that they have not done enough to improve their overall quality and
to help them better understand their professional knowledge. The reform of teaching
has introduced a number of new methods, but not all of them are helpful. Any change
in teaching methods should be based on the principle of improvement through trial
and error, with positive adjustments based on student feedback. The 20% of the
students who did not approve of the teaching method was the basis for subsequent
changes. In the follow-up, it is necessary to provide better solutions to improve the
overall quality of the students and to provide a better system of answers for the
understanding of professional knowledge.
5. DISCUSSION
Under the current carbon-neutral background, there has been some progress in the
curriculum teaching reform of the petrochemical industry in colleges and universities.
On the one hand, the trend of the future direction of the industry in the new
environment is explained in depth in the course, which can help students to recognize
the current situation. On the other hand, strengthening the practical exercise for
students has a certain guiding effect on students to find their own positioning in the
industry. The development of these two aspects has largely led to a certain
improvement in the backward teaching mode of the petrochemical industry. The newly
trained talents can use more specialized knowledge to accomplish the goal of carbon
neutrality.
Although various attempts and reforms are in full swing in various universities, not
all new teaching theories are applicable to the reform of the petrochemical industry.
The reform for such traditional engineering subjects should be a combination of
theoretical innovation and enhanced practice. The new theoretical knowledge is
taught in a way that is acceptable to the students and is really absorbed into their own
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knowledge system. For the expansion of the practical content, whether the students
can accurately find the industry and their own positioning. Only when these things are
really done can teaching reform be considered effective. In the current teaching
environment, it takes a huge investment of time and cost to really achieve these
elements, and it is not something that can be accomplished overnight. How to develop
an effective program and follow a schedule to advance steadily should also be taken
seriously by universities. Although carbon neutrality is a long-term goal, effective
improvements in the petrochemical industry can accelerate the accomplishment of the
goal. As a higher education institution that provides talent for the industry, it is
important to carry forward the teaching reform of the petrochemical industry effectively
with a great sense of responsibility.
6. RESULTS
In this paper, under the guidance of the teaching evaluation system based on the
OBE concept, the students of Class 1 and Class 2 of a university's 2018
petrochemical class were investigated. Among them, Class 1 accepted the reformed
teaching method, while Class 2 kept the existing teaching mode unchanged. Finally,
the assessment results were analyzed quantitatively to obtain the professional course
attainment evaluation scores and feedback on course content for both classes. After
the analysis, the following conclusions were made.
1.
In the distribution of the weights of the professional course achievement
evaluation scores, the weights of the course process assessment evaluation
value, the end-of-course evaluation value, and the practical assessment value
are 30%, 40%, and 30%, respectively. When making improvements to the
focus direction of the reform, the weighting percentage should be considered
appropriately.
2. In the evaluation score, the combined score of class 1, which was subjected to
reformed teaching, was 78.9, which was greater than the 74.6 of class 2, which
maintained the existing teaching method. for the three components with the
constituent elements, all three had some degree of increase. The practical
assessment value increased the most, from 23.1 to 25.8, an increase of
11.69%. The course process assessment value increased the least, from 20.7
to 21.9, an increase of 5.79%. The end-of-course evaluation value increased
moderately, from 28.4 to 31.2, an increase of 9.85%.
3.
In terms of student feedback on the course content, 92% of the students
expressed their approval in terms of increased professional identity, which is
the maximum of the five components. In terms of improving their overall quality,
better understanding of professional knowledge, and more comprehensive
understanding of concepts, 79%, 75%, and 85% of the students approved
respectively. Nearly 20% of the students thought that the reform was not
enough in terms of improving their overall quality and helping them understand
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the concepts better. Only 2% of the students agreed with this opinion on
whether they felt that they had wasted their time.
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