The deep integration of digital technologies is reshaping the pedagogical paradigms in university English education, where teacher competency enhancement has become a pivotal factor for improving teaching quality. To address the disconnect between technological empowerment and instructional practices, this study analyzes the dual impacts of digital environments on teachers’ professional development. It explores four dimensions of competency: digital literacy, interactive design, innovative assessment methods, and emotional intelligence. Practical approaches are examined through school-based training programs, interdisciplinary collaboration, data-driven iterative processes, and tripartite ecosystem partnerships. The research demonstrates that teacher development must transcend basic technical operations, focusing instead on critical technology integration, dynamic equilibrium in teaching scenarios, in-depth interpretation of process data, and reconstruction of emotional connections in virtual spaces. These elements collectively form an integrated development paradigm where technological empowerment and pedagogical wisdom synergistically converge.