With the wide push of educational digitalization and digital shift of the global shipping industry, maritime English serves as a key vocational course for maritime majors in colleges and universities. The quality of this course directly shapes the international professional ability of shipping talents. At present, many college maritime English teachers face such troubles: their digital literacy fails to match the integration of TPACK, and technology use does not fit well with subject teaching. Such problems have slowed down the progress and upgrading of digital teaching for maritime English. Starting from the core theories including TPACK and AI-TPACK, this study makes clear the internal link between teachers' digital literacy and TPACK, looks into the current situation of teachers' development, and builds a feasible TPACK growth path for maritime English teaching. This study tries to make up for the shortage of digital literacy among maritime English teachers, push the close integration of technical knowledge, subject content and teaching methods, offer theoretical reference and practical help for the training of maritime teachers and digital teaching reform in colleges, and assist the cultivation of high-level shipping talents.