As digital technologies become integral to education, mixed reality (MR) offers a way to bridge the gaps left by conventional teaching methods. In China, grade 8 geography education often remains confined to textbooks, which creates a disconnect between classroom learning and pressing real-world sustainability issues. The Living Geography project leverages MR to transition students from primarily theoretical learning toward becoming active observers who better understand their environment, identify areas for improvement, and propose informed solutions. Using the Double Diamond design process, a needs assessment was conducted with ten geography teachers to design and prototype interactive features, such as dynamic regional mapping and environmental simulations, which were then refined through iterative testing in multiple classrooms. Feedback indicated that MR facilitates situated exploration, allows students to better visualize environmental challenges, and fosters critical thinking. The resulting model demonstrates significant potential for wider pedagogical adoption and provides a scalable framework to transform static geography lessons into interactive explorations.