At present, the geography curriculum with the new mission of undertaking“science and technology education.”Adhering to the positioning of the“dual responsibility of science education and humanities education”outlined in the new curriculum standards, this paper addresses the limitations of traditional teaching, which is often confined to an“answer-seeking”framework and prioritizes“cognitive explanation”over“engineering decision-making.”By introducing Socio-Scientifi c Issues (SSI) and drawing upon“Frame Analysis”and the“Socio-Scientifi c Reasoning (SSR)”, this study constructs a fi ve-step teaching strategy consisting of“Digital Context Perception, Technology-Enhanced EvidenceBased Inquiry, Historical Tracing of Science and Technology, Decomposition of Engineering Problems, and Dialectical Ethical Argumentation.”Taking“Geoengineering under the Climate Crisis”as a case study and integrating AI-generated scenarios to guide students in deep inquiry, this paper explores practical pathways for cultivating students’engineering thinking and ethical decision-making capabilities within the geography discipline. Research indicates that SSI teaching is an effective vehicle for implementing the new academic quality standards centered on“comprehensiveness, regionality, and practicality,”as well as for optimizing performance-based assessment.