Wicked problems are characterized by complexity, uncertainty and non-unique solutions, serving as appropriate situational carriers for cultivating students’ geographical decision-making competence. Based on design thinking, this study constructs a five-stage teaching model: creating situational contexts of wicked problems, identifying core decisionmaking issues, co-creating diverse solutions, weighing the pros and cons of solutions, and reflecting on and optimizing solutions. Taking the theme "Transportation and Regional Development" as an example, this study develops a corresponding instructional design, providing references for implementing wicked problem teaching and fostering students’ geographical decision-making competence in senior high school geography.