In light of progress in ecological civilization and the ongoing transformation of the landscaping industry, courses on ecology in landscape architecture increasing require reform. Present challenges encompass outdated curriculum content, inadequate development of students’ innovative and practical skills, and weak integration among related courses. This study focuses on the “Landscape Architecture Ecology” course at Yangzhou University and employs the principles of Outcome-Based Education to implement comprehensive reforms. The initiatives undertaken included restructuring course content, integrating ideological and political education, diversifying instructional methodologies, and enhancing evaluation mechanisms, with the objective of cultivating a teaching model that combines knowledge transmission, skill cultivation, and value orientation. Based on four years of practice, multi-dimensional evaluations (e.g., classroom observations, performance data, and student surveys) demonstrated notable outcomes: signifi cant improvement in students’ academic performance, increased innovative and practical achievements, and consistently high levels of student satisfaction. The fi ndings highlight a clear shift from knowledge-centered instruction to outcome-oriented education. Beyond enhancing the teaching of “Landscape Architecture Ecology”, this study provides empirical evidence and practical insights for curriculum reform in landscape architecture education more broadly.