Traditional human geography teaching faces the dual dilemma of “theoretical suspension” and “local aphasia”, which makes it diffi cult to stimulate emotional resonance and deep learning among local students in regional universities. Taking Inner Mongolia as a case study, we proposed a “dual wheel-driven” teaching reform model. Such model is based on the constructivism and situational learning theory, and it localized instructional content through the construction of a systematic “native case library”, which deeply integrated digital tools such as GIS, drones, and social media data analysis. The model guides students to start from the most familiar geographical phenomena around them and complete the perception, exploration, and construction of abstract theories. Teaching practice has proved that such model can not only signifi cantly enhance students’ course participation, knowledge application, and spatial thinking ability, but also achieve signifi cant results in cultivating their “local identity” and “patriotism”. It thus provides a valuable “Inner Mongolia Plan” for solving the problem of universalization of human geography teaching in border ethnic areas.