With the in-depth application of intelligent agents in vocational undergraduate education, professional course teaching is facing new challenges such as technological alienation and skill barriers, while existing research lacks targeted discussions on teachers’ competence. This study, based on the attributes of vocational undergraduate education and the application laws of embodied intelligence, adopts a method combining dimensional deconstruction and logical reconstruction to construct a framework for reshaping teachers’ competence. The research has clearly defined four core dimensions: the integration power of teaching technology, the supply power of teaching content, the innovation power of teaching methods, and the realization power of teaching effectiveness, as well as practical paths. The conclusion indicates that teachers need to proactively balance technology and value, break through the skill cocoon, build virtual-real integrated scenarios, and transcend the limitations of human-computer interaction in order to achieve a deep integration of technology and the essence of education and assist vocational undergraduate education in cultivating compound high-end skilled talents.