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Since the proposal of the “dual carbon” goals, Chinese society has undergone extensive and profound social changes, impacting various sectors including energy, industry, finance, and education (Li et al., 2022). The achievement of the dual carbon goals relies heavily on scientific and technological advancements, as well as talent cultivation. In July 2021, the Ministry of Education issued the “Action Plan for Carbon Neutrality Science and Technology Innovation in Colleges and Universities,” aiming to unleash the innovation potential of domestic universities. Responding to China's dual carbon goals initiative, many domestic universities have established carbon neutrality research institutes. In 2021, the Ministry of Education released the “Work Plan for Strengthening the Construction of the Carbon Peak Carbon Neutral Higher Education Talent Training System” (Han, 2022), emphasizing the need to enhance the quality of higher education, improve the training of professionals related to the achievement of the dual carbon goals, and provide robust talent support and intellectual resources to achieve the dual carbon goals. As the primary source of talent and technological innovation, colleges and universities play a crucial role in China’s efforts to meet the dual carbon goals initiative (He & Zhang, 2023). However, despite these efforts, challenges persist in key areas due to the complexity and systematic nature of the dual carbon goals. Introducing high-level overseas talents and leveraging local knowledge dissemination mechanisms could facilitate technology diffusion and spillover effects (Biswas & Suar, 2016). Therefore, adopting a comprehensive approach that encompasses internal educational reforms and external talent recruitment strategies is imperative for China to advance its agenda to reach its dual carbon goals.
Domestic experts and scholars have conducted extensive research on talent cultivation and retention, yielding significant findings. For instance, according to Liu and Wu (2009), colleges and universities should adopt a student-oriented educational model, emphasizing a consultative approach involving both students and faculty members alongside effective top-level design. Yang (2015) advocated for the development of an educational theoretical framework and operational system aligned with the objectives of entrepreneurship, education, and the fostering of innovative talents within higher education institutions. Moreover, Li and Li (2011), Cao (2011), and Li (2012, Retracted) suggest that a modern industry-university research system should incorporate both external driving mechanisms and internal assessment and constraint mechanisms to optimize talent training in applied universities. Overall, whether it is an academic research university, a professional applied university, or a vocational college, aligning educational practices with societal demands has been a consistent focus of China's education reform efforts. From the perspective of the dual carbon goals initiative, urgently establishing university training mechanisms tailored to address talent shortages is paramount.