Evidence-oriented interdisciplinary engineering instructional model practice in geography is a“learningteaching”paradigm that takes evidence as the core element, geography as the main discipline, and integrates knowledge and methods from other disciplines to carry out engineering exploration and design. Its learning process comprises three major logics: outcome-oriented engineering practice, inquiry-based conceptual construction, and evidence-based reasoning and argumentation. The instructional design pathway includes creating engineering contexts based on conceptual frameworks, acquiring design principles through evidence acquisition, designing engineering practices via evidence transformation, and establishing engineering evaluation grounded in evidence transfer.