The rapid advancement of the digital age has made the application of big data technology in higher education a timely humanitarian endeavor. Integrating big data technology into landscape design curricula to enhance students' design capabilities is both an intriguing exploration and a meaningful initiative. This study proposes a comprehensive educational framework integrating TPACK theory, constructivist learning theory, and data-driven design theory. Within this framework, analytical skills, decision-making abilities, and integrated design capabilities form an organic synthesis of landscape design competencies. Education incorporating big data represents the manifestation of sustainable landscape design capabilities in this field. The integration of big data technology into education has established itself as a “cognitive scaffold” supporting conceptual leaps. Our goal is to foster a design approach that supports students' transition from intuitive to data-driven thinking. This reconfigured curriculum cultivates designers with a sustainable development perspective while providing implementation means to achieve UN Sustainable Development Goal (SDG) 4 (Quality Education).