Drawing on the regional collaborative teaching‐research model for senior high school geography in Tongzhou District, Nantong, this study examines how instructional objectives can be formulated to integrate geographical key competences with those for holistic personal development. We investigated current practices through classroom observations, lesson plan document analysis, and individual teacher interviews across six senior high schools in the district. The fi ndings reveal three predominant deficiencies: rigid standardization, mechanical content matching, and overly narrow framing of objectives. In response, we designed a four‐stage collaborative pathway, namely, selecting key points, drafting objectives, refi ning through discussion, and implementing in class, and derived a dual integration paradigm. The practical effi cacy of this paradigm in fostering integrated competency development was further corroborated through open demonstration lessons.