Undergraduate education in Landscape Architecture plays a significant role in ecological civilization construction and the cultivation of interdisciplinary talent. However, current issues such as insufficient participation and unstable task completion quality among students reflect the need for optimization in learning motivation and goal orientation. Based on achievement goal orientation theory, this study constructs a conditional process model with professional identity as the mediating variable and innovation and entrepreneurship capability as the moderating variable, systematically exploring the mechanisms influencing students’ learning engagement. The results indicate that: 1) Both mastery goal orientation and performance-approach goal orientation positively affect learning engagement, with the former having a more stable impact; 2) Professional identity plays a partial mediating role between the two types of achievement goal orientations and learning engagement; 3) Innovation and entrepreneurship capability positively moderates the effect of mastery goal orientation on learning engagement, whereas its moderating effect is not significant in the performance-approach goal orientation path. This study reveals the multi-level psychological pathways of learning engagement among Landscape Architecture students, providing a theoretical basis and practical references for optimizing teaching strategies and enhancing students’ intrinsic motivation.