To address the practical challenges of superficial industry-education integration, outdated teaching content, and mismatched assessment methods in civil engineering courses, and to cultivate high-quality, application-oriented geotechnical engineering professionals, a collaborative education system integrating industry, research, and teaching was systematically constructed, using the "Slope and Foundation Pit Engineering" course as a case study. This system, characterized by a "dual engine of industry and research, three scenarios with three stages, and authentic assessment," restructured modular teaching content by incorporating cutting-edge industry practices and research outcomes through a joint university-enterprise team and a dynamic update mechanism. It established a progressive teaching model that integrates on-campus theory and practice, online collaboration, and on-site engineering scenarios, enabling a step-by-step development of student capabilities from theoretical understanding to comprehensive innovation. Furthermore, an industry-oriented diversified evaluation system was implemented, incorporating a "veto power" for enterprise mentors to ensure that talent cultivation precisely aligns with job competency requirements. Practical results demonstrate that this reform has significantly enhanced students" engineering practice abilities, innovative qualities, and professional identity. Students have excelled in disciplinary competitions and technological innovation, and the course has been recognized as a Top-tier Undergraduate Course in Zhejiang Province, forming a replicable and promotable teaching paradigm. This model effectively resolves the disconnect between theory and practice in engineering education, achieves synergy between talent cultivation and industrial development, and provides a valuable reference for deepening the integration of industry, education, and research in engineering specialty courses in the new era.