Facing the global challenges of sustainable development and the fragmented dilemma of interpreting humanenvironment relationships in geography teaching, this research introduces the“Composite Driving-System EvolutionCoupling Mechanism-Synergistic Regulation”(CSCS) framework for studying the coupling of human-environment systems. It systematically elaborates on the logical thinking and teaching approaches for integrating this framework into project-based learning in geography. Firstly, by interpreting the disciplinary connotation of the CSCS framework and its alignment with project-based learning in geography, the article demonstrates the value of this framework in cultivating core competencies such as promoting students’advanced thinking in geography and facilitating interdisciplinary integration. Teaching strategies encompass four dimensions: teaching objectives, teaching design, teaching activities, and teaching evaluation. These dimensions constitute a project-based learning teaching framework that is horizontally integrated and vertically progressive. Additionally, this research provides a detailed analysis using“urban fl ooding”as a case study. This research aims to provide theoretical support and methodological reference for geography teaching to respond to the demands of the educational era and deepen competency-oriented reforms.