As we embark upon the epoch of intelligence, the advent of transformative digital technologies is necessitating a profound evolution within higher education, steering it towards an educational paradigm defined by “the harmonious collaboration between human intellect and machine capabilities, alongside a symbiotic integration that enriches both.” The pervasive integration of digital technology functions as a double-edged sword; it not only propels the advancement of higher education but also introduces a series of pragmatic challenges for university educators. These challenges can be primarily categorized into four distinct dimensions: The pivotal role of educators in the educational process has been marginalized. Teachers have transitioned from being autonomous architects of instructional resources to mere facilitators of learning. The pervasive lack of digital literacy and the prevalence of antiquated professional knowledge among educators has engendered a profound sense of powerlessness in teaching endeavors, further diminishing the significance of their roles and culminating in heightened occupational anxiety. In light of these four intricate dilemmas, this study is firmly anchored in the theoretical frameworks of teaching efficacy, design thinking, and habitus theory. It embarks on a research trajectory that encompasses “reflecting upon authentic dilemmas—analyzing the underlying causes—exploring pathways for enhancement.” By delving into the internal role conflicts and external developmental challenges encountered by engineering educators within the realm of intelligent education, a multidimensional integration approach underpinned by artificial intelligence + education has been advocated. This innovative framework underscores the importance of meticulous design while transcending conventional practices, thereby significantly enhancing educators instructional competencies.