Cultivating the consciousness of a community with a shared future for mankind is an important proposition of geography education in the new era. This study examines five series of Chinese secondary school geography textbooks using Critical Discourse Analysis (CDA) to explore how this consciousness is constructed through textual content. Based on the national curriculum standards, the study establishes an analytical framework comprising three dimensions: "Cultural Coexistence", "Environmental Symbiosis", and "Developmental Prosperity Together", to analyse the strategies employed in constructing the "world picture" within these textbooks. The fi ndings reveal that Chinese geography textbooks systematically shape a world picture centred on "Coexistence, Symbiosis, and Prosperity Together". This approach transcends the narratives of geopolitical competition, underscores the Chinese cultural value of "harmony without uniformity", and fosters students' sense of global responsibility and community consciousness. The study concludes that geography textbooks adopt a constructive discourse mode aimed at building consensus, which is distinct from the competitive discourse mode characterized by dual opposition. This mode effectively translates macro national strategies into geographical sentiments and conscious actions that are cognizable to students, thereby laying a foundation for cultivating a new generation of the times with both a profound love for their country and a global vision.