With the advancement of basic education curriculum reform, the exploration of competency-oriented teaching models has continued to deepen. STEM education advocates interdisciplinary integration and authentic problem solving, off ering possibilities for the transformation of middle school geography instruction. From a STEM perspective, integrating science and technology education into middle school geography embodies the foundational value of science and technology talent competencies, the value of cultivating authentic problem-solving abilities, the knowledge-construction value of disciplinary integration, the practice-oriented action-paradigm value, and the engineering-design output value. This study, by analyzing the element mechanism of precise adaptation and bidirectional reinforcement, as well as the teaching-driving mechanism of two-dimensional linkage and mutually reinforcing symbiosis, taking“Promoting New Energy Vehicles”as an example, constructs four instructional pathways for integrating science and technology education into middle school geography: spatial context anchoring, multi-dimensional inquiry cycles, outcome design and iteration, and systematic integration and presentation, in order to provide practical references for integrating science and technology education into middle school geography and cultivating students' geographical key competences and STEM competences.