Abstract: This paper adopts a research perspective centered on digital twin immersive teaching, employing literature review and logical analysis to systematically explore the intrinsic mechanisms, practical dilemmas, and implementation pathways of faculty role transformation. Findings reveal that digital twin immersive teaching propels faculty roles to evolve: from knowledge disseminators to learning experience designers; from novice technology users to digital integration specialists; and from single-discipline instructors to cross-disciplinary learning facilitators. However, this transformation faces constraints including entrenched traditional teaching paradigms, insufficient digital literacy, and uneven distribution of teaching resources. Based on these findings, this paper proposes four targeted pathways to provide theoretical reference and practical guidance for reshaping the role of university teachers in the context of digital transformation.

Key words: Digital transformation, University faculty, Role reshaping, Digital twin, Immersive teaching, “Teaching-learning-assessment”reform