Guided by the spirit of educators and grounded in the vocational orientation of vocational education, this paper clarifies the internal coupling logic between new quality productive forces and digital education in higher vocational colleges. By reviewing relevant research contexts at home and abroad, it constructs a theoretical analytical framework based on constructivism, human capital theory, and systems theory, and analyzes the achievements and practical dilemmas of digital transformation in current higher vocational colleges, drawing on industry investigations. An SD system dynamics empowerment model with a four-layer structure of input, processing, output, and feedback is established. Four subsystems, including teaching resources, teaching management, student learning, and teacher development, are defined to complete parameter verification and multi-scenario effect simulation. Systematic optimization countermeasures are proposed from three dimensions: educational philosophy, institutional system, and practical path. The research shows that the in-depth integration of new quality productive forces and digital education can significantly improve students’ post-adaptability and innovative practical ability, and help higher vocational education shift from scale expansion to connotative, high-quality development.

1. Ping, H.G. (2026). Systematic Reconstruction of Key Teaching Elements in Vocational Education: Internal Logic, Interconnection Mechanism, and Practical Pathways. China Vocational and Technical Education, 2026(09), 12-20.

2. Lu, T.X. (2026). The Guiding Value Significance, Practical Logic, and Optimization Path of the Educationalist Spirit in Building a Huang Danianstyle Teaching Team. Higher Education Forum, 2026(04), 22-27.

3. Zeng, T.S. (2024). The Contemporary Significance and Cultivation Pathways of Professional Competence within the Context of the Strategy to Build a Strong Education Nation. Journal of Education Research, Tsinghua University, 45(01), 120-128.

4. Liu, Y.J., & Xiong, Q.C. (2024). New Quality Productivity Driving Educational Transformation in the New Era: Logic, Direction, and Response. China Distance Education, 44(05), 15-24.

5. Zhang, Z.X., Zheng, X.M., & Qian, C. (2024). “Four Chains” Integration Empowers New Quality Productivity: Internal Logic and Practical Path. Journal of Shandong University (Philosophy and Social Sciences Edition), 2024(03), 1-12.

6. Cao, Y., Gu, J., et al. (2023). Digital innovation capability, crossborder search, and new product development performance: The moderating effect of policy perception ability. China Science and Technology Forum, 2023(10), 41-49.

7. Xu, K.N. (2023). The Development Pattern and Fundamental Trends of the Global Digital Economy. People’s Forum, 2023(06), 85-89.

8. Bai, L. (2025). The Practical Obstacles and Solutions for the Cultivation of Digital Literacy among Vocational Education Teachers from an Ecological Perspective. Vocational and Technical Education, 46(04), 52-58.

9. Zhuang, X.Z. (2023). Modernization of Chinese Vocational Education: Connotation, Perspective, and Pathways. Higher Education Research in China, 2023(02), 96-101.

10. Jiang, D.Y. (2022). Clarification of Several Concepts Regarding Work, Occupation, and Education. Research on Vocational Education Development, 2022(04), 1-11.

11. Shi, W.P. (2024). The Mechanism, Evaluation, and Implications of the Coupling and Coordination between Higher Vocational Education and Regional Economy in China. Modern Educational Management, 2024(04), 106-118.

12. Wu, Y. (2023). Thoroughly implementing the educational digitalization strategy initiative: leveraging educational digitalization to support and lead China’s educational modernization. Higher Education in China, 2023(02), 5-10.