China’s ongoing urban renewal strategy has placed new demands on environmental design education, exposing persistent gaps between conventional curricula and actual industry needs, particularly in terms of practical competency. This paper reports on a one‑year curriculum reform project for the course Architectural Design Methods course at Tangshan Normal University. The redesign reorients the course toward urban renewal by restructuring content into six interconnected modules, adopting a blended teaching model that combines project‑based learning with co‑teaching by academics and practitioners, and embedding value‑oriented education through the lens of “spatial pedagogy.” A digital resource platform was also developed to support instruction. The reform has led to measurable improvements in learning outcomes, student engagement, and the alignment of teaching with professional practice. The experience offers a transferable model for similar programs in other institutions.