The "Dual Carbon" goals impose new and higher demands on talent cultivation in China’s civil engineering sector. Traditional courses such as “Environment and Disaster” in civil engineering have primarily focused on qualitative descriptions of environmental impacts and mechanistic analyses of disaster phenomena, lacking systematic quantification of environmental costs from engineering activities and training in life-cycle assessment perspectives. This gap has made it difficult for students to meet the emerging requirements of green and low-carbon construction. In this study, the life-cycle assessment (LCA) methodology is adopted as the core framework, with “carbon footprint” as the key quantitative indicator, to systematically restructure the course. By establishing an integrated teaching system of “theory-technology-case study-responsibility” and incorporating digital analysis tools, students are guided to track the entire process of carbon emissions in civil engineering facilities-from material production and construction to operation, maintenance, demolition, and recycling-and to assess the compounding disruptive effects of disasters such as earthquakes and floods on carbon footprints. This reform not onlyeffectively cultivates students’ sustainable systemic thinking and quantitative analysis capabilities but also significantly enhances their engineering decision-making literacy in the context of dual carbon goals. It provides a new teaching model for nurturing innovative talents capable of leading the green and low-carbon transformation in the civil engineering industry.