Abstract: With the transformation of the mining and geology industry, the implementation of broad-disciplinary enrollment in higher education, and increasingly flexible major-switching policies, undergraduate students in geology and mining-related majors have shown growing instability in their disciplinary commitment. Enhancing students’ interest in their field has become an urgent challenge for educators in geosciences institutions. Against this backdrop, the primary objective of geology introductory internships—the first immersive experience for students entering earth sciences—should shift from merely “building foundational knowledge” to “fostering disciplinary interest and stabilizing professional identity”. In response, Jilin University has reformed its geology introductory internships to prioritize interest cultivation. By integrating Earth System Science perspectives, embedding ecological civilization principles, and synergizing theory with practice, the program combines professional training with ideological education and merges technical skill development with disciplinary identity-building. Through curated field resources and engaging storytelling about Earth sciences, the reforms aim to strengthen student engagement. Key initiatives include: ideological education integration, enhanced research-oriented training, interdisciplinary collaboration, innovative pedagogical methods. Sustained reforms have yielded measurable outcomes: steady improvement in students’ professional competencies, heightened disciplinary interest, and strengthened collective identity within cohorts—laying a robust foundation for future academic and career pursuits.