Integrated Practice Curriculum and Moral Education in Engineering Education: Cultivating Quality Engineers for Sustainable Development

With the deepening accreditation of engineering education, the importance of integrated practical courses in engineering programs has become increasingly evident. This study uses the Building Environment and Energy Applications Engineering major as an example to explore the construction of an integrated practical course system and its application in ethical education. This article begins by defining the concept of integrated practical courses, which involves integrating various practical courses into a cohesive teaching unit built upon professional theory courses aimed at enhancing students' ability to solve complex engineering problems. Subsequently, the paper underscores the significance of ethical education in practical courses, proposing the objectives and implications of integrating IE elements into professional course instruction. The goal was to foster students' professional competence and career responsibilities. The article then details the design principles of ethical education in integrated practical courses, the evaluation system, and specific implementation strategies. These strategies include enhancing instructors' moral qualities, optimizing course content, and reforming the assessment system. Finally, the effectiveness of IE in improving students’ overall quality was demonstrated through case studies. The results indicate that integrated practical courses effectively combine professional knowledge with ethical education, offering new perspectives and methods for cultivating high-quality engineering and technical talent in line with engineering accreditation standards.