In the context of the new engineering and digital transformation, how to better support engineering education and innovation ability training with basic physics courses has become an important issue in higher education reform. At the roundtable forum of the “2025 Symposium on Innovation in Physics and Engineering Education and the University Physics MOOC Alliance Work Meeting”, experts discussed in depth the relationship between physics and engineering, the adjustment of curriculum system and class hours, experimental teaching and project-based learning, talent stratification and classification training, and the impact of artificial intelligence on teaching paradigms. The forum believes that physics education still has fundamental and methodological value for engineering innovation, but it is necessary to promote content reconstruction and teaching organization innovation through modularization, case-based approach, and cross-department collaboration. In the AI era, the focus of teaching should be further shifted from “problem-solving and calculation” to “physical picture, modeling and approximation, and cross-domain transfer ability”, and a sustainable curriculum reform mechanism should be formed under the framework of industry-education integration and science-education integration. Based on the discussion points, this paper summarizes the main paths and implementation suggestions for the integration and connection of physics and engineering education.

According to author's further understanding, extended Maxwell equations for the moving media except P_S terms, is the non-covariant equations, or Hertz equations, constructed by redefining strengths of electro-magnetic fields through unusual Galilean transformation. They are equivalent to the standard Maxwell equations, with different field strength definitions which lead deformation of equations. Hertz equations do not consistent with experiment data, except we change Galilean transformation to Lorentz transformation and include in corrections of special relativity.