Abstract: Hydrogeology in cold regions is a discipline focused on studying the spatial and temporal distribution of water elements in permafrost areas, their movement patterns, and interactions with permafrost, which is crucial for understanding and predicting hydrogeological changes under the backdrop of global warming. This study aims to explore and evaluate the effects of applying innovative teaching strategies to the hydrogeology course in cold regions. We employed a combination of project-based learning and the flipped classroom approach to enhance students'learning motivation, deepen their understanding of theoretical knowledge, and improve their application skills. By comparing and analyzing students'learning outcomes before and after the educational reform, including their mastery of knowledge, practical application abilities, and creative thinking, the research found that innovative teaching strategies significantly increased students'interest and participation in learning, promoted the development of their critical thinking skills, and strengthened the integration of theory and practice. Additionally, through student feedback and teaching evaluations, this study also identified challenges and areas for improvement in innovative teaching and provided suggestions for educational reform in permafrost hydrogeology and similar specialized courses. This research not only offers an innovative path for teaching hydrogeology in cold regions but also provides a new perspective for broader geoscience educational practices.

Key words: Cold regions, Innovative teaching strategies, Project-based learning, Flipped classroom, Outcomes assessment, Hydrogeology