In recent years, the improvement of China's ecological environment has attracted the attention of the Chinese government, leading to the formulation of systematic environmental protection strategies and policies, the design of environmental education programs, and the encouragement of ecological conservation behaviors among college students. This study takes first-year accounting students from a vocational undergraduate university in China as the research subjects, employing a quasi-experimental design method. Through course design and teaching empirical research, the effectiveness of the teaching is verified. The study finds that under the concept of outcome-based education (OBE), college students' knowledge, awareness, emotional engagement, and behavioral literacy in ecological civilization have all shown significant improvement. Additionally, empirical research reveals that under the new teaching model, college students' learning outcomes are superior to those of traditional course instruction. The study provides an empirical foundation and practical reference for higher education institutions to explore how to achieve outcome-based education through OBE course design.