Exploring Pathways for Integrating Hydrogeology and Engineering Geology Professional Competencies into Geography Courses: A Case Study of Geomorphology Teaching Reform

Abstract

With the increasing demand for interdisciplinary geography talents in fields such as integrated natural resource management and ecological environment governance, the limitations of traditional geography curricula, which are largely confined to single-disciplinary knowledge transmission, are becoming increasingly evident. Hydrogeology and engineering geology, as core disciplines that investigate the interaction between Earth surface material cycles, geological environmental evolution, and human engineering activities, exhibit strong relevance and complementarity with the professional knowledge system of geography. Taking the reform of practical teaching in the core geography course “Geomorphology” as a case study, this paper systematically analyzes the necessity and feasibility of integrating hydrogeological and engineering geological professional competencies into geography education. It identifies key problems in current practical teaching, including pronounced disciplinary barriers, fragmented and poorly articulated content, and rigid, teacher-centered practice models that constrain students’ capacity for comprehensive application. From four dimensions—reconstructing teaching objectives, optimizing and restructuring course content, innovating field- and project-based practice models, and improving diversified evaluation systems—this study proposes an integration pathway aimed at breaking traditional disciplinary boundaries. The proposed framework is intended to enhance students’ interdisciplinary problem-solving abilities, strengthen the linkage between theory and practice, and provide both theoretical reference and operational paradigms for the cultivation of high-level, application-oriented interdisciplinary geography talents.