Against the backdrop of digital transformation and deep integration, this research addresses the persistent challenge in integrating Geographic Information Technology (GIT) into geographic education: its confi nement to developing “lesson example” within the technology integration paradigm, which inadequately facilitates structural transformation in classroom teaching. A structured transformation pathway centered on “lesson type” is proposed and systematically constructed. An innovative “three-stage integration depth model” is presented, delineating the evolving role of GIT. Based on this model, a hierarchical lesson-type network encompassing three fundamental types and six variant subtypes is constructed; focusing on the key mechanism of mutual construction concerning “knowledge of why” across dual dimensions, three kinds of teaching structure and performance evaluation system refl ecting “deep integration” are designed according to the lesson type. Findings indicate that adopting “lesson type” as the core framework for GIT education, replacing the focus on individual “lesson example”, eff ectively integrates technological, disciplinary, and pedagogical logics. This approach enables the restructuring of critical elements within geography classroom instruction and provides a viable paradigm for implementing core competencies and the “disciplinary practice” requirements stipulated in the new curriculum standards.