Abstract: Driven by the“New Double High”initiative (high-level institutions and high-level program clusters), Chinese vocational colleges urgently need a new cohort of“triple-qualified dual-ability”teachers who simultaneously master professional theory, pedagogical skills and cutting-edge industrial practice. Taking seven higher vocational colleges in southern Fujian as the research setting, this study combines questionnaire surveys, in-depth interviews and focus groups to diagnose the status quo of building such a teaching force. Six inter-locking weaknesses are revealed: fragmented government support, inconsistent institutional frameworks, unbalanced team demographics, misaligned performance management, rigid promotion pathways and superficial industry-academy integration. SPSS 26.0 analyses inform a“five-lane, three-hub”roadmap: a introduction channel for recruiting seasoned industry experts, a performance track for teaching evaluation, demand-driven title change professional development and growth track, career path for talent cultivation. The proposed blueprint, embedded in a“grand vocational education”ecosystem, offers replicable insights for similar institutions nationwide.

Key words: “New double high”, “Triple-qualified dual-ability teachers”, Vocational colleges, Faculty development, Minnan region, Teacher development ecosystem