The textile dyeing and finishing industry faces severe environmental challenges and pressure for a green transformation due to its high energy consumption and substantial pollutant emissions. To address the industry's urgent demand for professionals equipped with sustainability concepts, this study targets the disconnect between current textile engineering education and industrial development. It proposes a pedagogical reform framework for dyeing and finishing technology, centered on the core principles of green chemistry and the circular economy, with Life Cycle Assessment (LCA) as the unifying thread. This framework restructures the curriculum into five technical modules: (1) Sustainable textile raw materials (e.g., bio-based and recycled fibers) and green chemicals; (2) Clean production technologies, with a focus on water-saving processes like supercritical CO₂ waterless dyeing and digital printing; (3) Advanced treatment and resource utilization of dyeing and finishing wastewater; (4) Textile LCA and management systems; and (5) Intelligent process control of dyeing and finishing. Validated through a project-based learning (PBL) pilot of the LCA module, the framework is proven to effectively enhance students'systems thinking and practical ability to solve complex textile engineering problems. This research aims to provide a systematic pedagogical reform strategy for cultivating advanced engineering talent who meet the sustainable development requirements of the modern textile industry.

green sustainability, textile dyeing and finishing, engineering education, curriculum system, clean production