Sustainable　development　is　vital　for　achieving　balanced　progress　across　the　economic,　environmental,　and　health　domains,　and　it　is　closely　tied　to　the　global　drive　for　addressing　climate　change　and　environmental　challenges.　In　this　context,　reaching　the　＂Dual-Carbon＂　targets-carbon　peaking　and　carbon　neutrality-have　become　critical　priorities　both　domestically　and　internationally.　As　a　result,　the　cultivation　of　Dual-Carbon　professionals　is　essential　for　driving　sustainable　development.　This　paper　investigates　the　sustainable　development　capacity　of　Dual-Carbon　professionals　through　an　empirical　study　of　613　undergraduates　in　China　utilizing　Astin＇s　I-E-O　theoretical　model.　This　research　examines　the　impact　of　course　experience,　self-efficacy,　and　learning　engagement　on　sustainable　development　capacity.　The　results　demonstrate　that　the　course　experience　has　a　significant　positive　direct　effect　on　sustainable　development　capacity.　Moreover,　self-efficacy　mediates　the　relationship　between　the　course　experience　and　sustainable　development　capacity,　while　both　self-efficacy　and　learning　engagement　serve　as　chain　mediators.　Based　on　these　findings,　this　paper　offers　practical　strategies　to　enhance　the　sustainable　development　capacity　of　Dual-Carbon　undergraduates,　providing　valuable　insights　for　the　education　and　training　of　future　Dual-Carbon　professionals.