Background and Motivation:
China's economic transformation and the rise of emerging industries have underscored the importance of higher vocational education in nurturing skilled talent. The "Double High Plan", initiated by the Ministry of Education and Ministry of Finance, aims to elevate vocational colleges and majors to world-class standards, supporting national industries and regional development. This plan emphasizes quality enhancement and efficiency in education, posing new challenges for teaching staff development. Despite policy advancements, research on professional development of teaching staff tailored to these changes remains limited. This study aims to address this gap.

Research Objective:
By analyzing recent China’s policies on vocational education, particularly teaching staff development, this paper identifies emerging trends and directions. Drawing from experiences at nearly 200 "Double High Plan" colleges, urgent areas for optimization are pinpointed. Taking Liuzhou Polytechnic University(LZPU) as a case, strategies for improving teaching staff development are elaborated, providing guidance for similar institutions.

Research Methodology:
This study employs a case study. Literature sources include the China National Knowledge Internet (CNKI) database and policy documents, focusing on policies and existing issues in teaching staff construction. The case study analyzes LZPU's practices, challenges, and successes, utilizing data from the university's relevant departments.

Main Results:
Under the "Double High Plan," five key policy orientations are identified to promote professional development of university teachers: emphasizing teacher ethics, cultivating renowned teachers, building dual-qualification（refers to educators who possess both theoretical teaching qualifications and practical industry experience） staff, improving training systems, and innovating evaluation mechanisms. Existing issues include inadequacies in ethics building, talent introduction, teacher training, and team development. Based on the experiences of LZPU, a "three dimensions and five integrations" paradigm is proposed:

Three Dimensions:
1. Cultivation of teachers' ethics
2. Teacher recruitment
3. Teacher training

Five Integrations:
1. Integration of professional ethics and specialized knowledge in the philosophy or approach to educating students.
2. Integration of PhD holders and highly skilled technicians in the composition of the teaching team.
3. Integration of team development and personal development in the design of teacher development strategies.
4. Integration of college and enterprise in the main institution for teacher training.
5. Integration of technological development and academic development in the orientation for enhancing teachers' abilities.

Conclusion and Implications:
Teaching staff development is pivotal to the "Double High Plan's" success, ensuring vocational education quality and driving reform. The "three dimensions and five integrations" model of LZPU effectively tackles challenges in teaching team development. This model serves as a valuable reference for China and other regions, contributing to ongoing research on vocational teacher training. In the future, strategies can be further explored in conjunction with the internationalization of vocational education.

Keywords: Vocational Education, Teacher, Development, China.