Following the signifi cant adjustment to the National Catalog of Disciplines and Specialties in 2022, landscape architecture (LA) in China has offi cially entered a new phase centered on “professional degree” education. To address the fundamental existential crises of the “disconnect between theory and practice” and the “methodological bottlenecks” exposed during this disciplinary transformation, this paper systematically explores the necessity and implementation pathways for constructing a teaching methodology tailored to China’s LA professional degree education. By tracing the “dual lineage” formed during the discipline’s modern development in China, the paper untangles the historical intersection and inherent contradictions between traditional Chinese humanistic sensibilities and Western scientifi c rationality, and analyzes the current educational system’s limitations in addressing complex urban environmental challenges. Drawing inspiration from the paradigm shift toward “integrative practice” at top international design institutions, this paper proposes a four-dimensional teaching reform framework anchored in an “engineering-based” disciplinary attribute: (1) Theoretical dimension: promoting the methodological translation of indigenous philosophical concepts; (2) Design dimension: establishing a “research-driven” and evidence-based studio teaching paradigm; (3) Technical dimension: cultivating “computational” design thinking throughout the entire design process; and (4) Practical dimension: implementing an “in-depth intervention” model that covers the full life cycle of both civil and planting engineering. This research aims to break down the logical barriers between disciplinary modules, providing theoretical support and practical guidance for cultivating high-level, applied LA professionals equipped with interdisciplinary integration skills, scientifi c evidence- based literacy, and solid engineering implementation capabilities.