Abstract: Advancing the teaching reform for courses of ideological and political education in universities is a response to the demands of new situations and tasks. It also represents an inevitable trend for achieving the connotative development of course construction. Digital-intelligent technology has injected new momentum into this reform and innovation. Unleashing the value potential of the technology is essential for an effective reform. This process also requires enhancing the courses’ ideological depth, theoretical rigor, affinity, and pertinence to yield tangible results. However, there are prominent challenges to balancing technological application and quality control within teaching practice. Such hurdles carry potential risks to effective interaction and sound development among educators, learners, teaching media, and the teaching environment. Therefore, it is essential to explore implementation paths for the quality-oriented development of university-level of the ideological and political education empowered by digital-intelligent technology. These paths should be examined from four dimensions: educators’ technological cognition of their leading roles, the technological reconstruction of educators’ subjectivity, the technological innovation of teaching content, and the technological regulation of the educational field. The ultimate goal is to continuously forge a new ducational paradigm that seamlessly integrates technological empowerment with the fundamental mission of moral cultivation.