Bringing frontiers of geographical research into the classroom and translating research advances into basic education can help students gain insight into developments in scientific research, stimulate their interest in inquiry, and develop an appreciation of the scientifi c spirit. In response to the requirements for advancing science education in the new era, this study examines the underlying logic among science education, geography education, and frontiers of geographical research, and proposes three principles for translating research frontiers into classroom practice: grounding instruction in the pursuit of truth, adapting to students’ needs and characteristics, and maintaining a competency-oriented focus. Using the project-based learning unit Evolution of Karst Water-Storage Projects in Guizhou as a case, the study explores approaches to integrating research frontiers into geography classrooms from four aspects: selecting the project theme, setting competencyoriented objectives, designing scaff olded tasks, and developing an assessment system. The study provides practical insights into integrating frontiers of geographical research into geography classrooms and implementing project-based learning within the broader perspective of science education.