Grounded in the orientation of key competences and the requirements of aesthetic education in the new era, this paper addresses such issues in junior secondary geography teaching as the marginalization of the subject, the superfi ciality of aesthetic experience, and the narrowing of students’ career cognition. It explores the internal logic and implementation pathway for integrating aesthetic education into junior secondary geography teaching from the perspective of career cognition. Taking “Heluo Roots: Land Resources” as a case, the study constructs a three-dimensional coupling model of “career cognition–aesthetic education–geographical core competencies,” proposes teaching strategies centered on curriculum-standard integration, contextual transformation, and resource support, and designs a four-stage fi eld-study task sequence: “identifying land use, exploring land differences, examining land problems, and proposing land protection strategies.” By integrating local land resources, career-role experience, aesthetic perception activities, and process-based assessment, the design aims to promote the coordinated development of students’ knowledge understanding, aesthetic experience, career cognition, and value-oriented action as they come to know the land, appreciate its beauty, understand related professions, and express a sense of responsibility.