：In the era of digital intelligence， the digital narrative of ideological and political theory courses in institutions of higher education demonstrates its transformative characteristics in teaching concepts， teaching models， teaching experiences， teaching ecosystems， and teaching approaches， which have been characterized by shifts from exclusivity to sharing， from immersion to precision， from passivity to engagement， from linearity to nesting， and from conflict to interaction. The essence of these changes lies in the interplay of the following four forces： the external impetus of the age， the resistance of competition， the attraction of development， and the driving force of education. To address these changes， instructors of ideological and political theory courses are expected to leverage ubiquitous digital technologies to "empower"， intelligent portrait to "add value"， digital twins to "revitalize"， hyperlinked texts to "enrich sources"， and human?machine collaboration to "transform". Collaboratively， these efforts aim to create a collaborative shared， a targeted precise， an emotionally embedded immersive， a cross?media integrated memory， and a dynamic and engaging practical classroom.