Abstract: Amidst the rising demand for public scientific literacy, universities have emerged as a core force in advancing science communication, leveraging their abundant research resources and talent advantages. However, the existing science education system still faces challenges such as uneven development and low participation rates. Building upon existing practices and guided by experiential learning theory, this study proposes a four-dimensional science communication pathway: “Hands-on Experiences-Scientific Reflection-Concept Construction-Transfer and Dissemination” (HRCT) four-dimensional science literacy pathway. It proposes a “hands-on activities + curriculum package” model, systematically developing cultural and creative teaching aids, modularized courses, and tiered activities. This forms an integrated “product-curriculum-activity” paradigm, completing the full cycle from “learning by doing” to “science communication and application.” It provides a replicable and scalable practical model for overcoming the challenges of translating science literacy initiatives within universities.

Key words: curriculum package, experiential learning, hands-on course activities, plant science popularization