Abstract: Achieving the“dual carbon”targets—carbon peaking and carbon neutrality—has become a key strategy globally to mitigate the effects of climate change. The field of environmental design involves complex design thinking and technical applications, emphasizing creative solutions and practical skills. Therefore, enhancing the practical application abilities of environmental design majors in universities has profound significance for the students themselves, universities, industry development, and the social environment. Currently, practical teaching in China's environmental design majors faces issues such as insufficient educational resources, limited internship opportunities, curricular misalignment with industry demands, lack of teacher experience, insufficient student practical skills and innovation awareness, and inadequate interdisciplinary cooperation. Therefore, this paper suggests that by integrating“dual carbon”targets to redefine educational objectives for environmental design majors, scientifically allocating teaching resources in practical education, and creating a professional practice curriculum system centered on cultivating innovative practical application abilities, a model for cultivating practical application abilities of environmental design majors under the“dual carbon”targets can be constructed.

Key words: “Double carbon”targets, Environmental design major, Practical teaching, Allocation of teaching resources, Practical application abilities, Cultivation model