Technological developments in the digital age have brought about new situations and patterns of learning, as well as a “crisis” in the high degree of substitutability of some jobs. In this context, the dilemma of the teacher's role in the transformation of ed? ucation comes to the fore. Through the explanation of the teacher's role predicament under the heterogeneous expectations of the system and culture, social expectations, students' expectations, and their own expectations, we explore the causes of the teacher's role predica? ment in the digital age from the external and internal levels, and clarify the action shift of the university teacher's teaching in the digital age. We analyze the starting point of action, the core of action, the direction of action, and our own orientation: teachers should move from “paddler” to “helmsman”, and from “technological appendage”to “emotional fertilization”. “emotion”, from “homogenized teaching” to “personalized concern”, from “alienated other” to “boundary integration”, from “homogenized teaching” to “personal? ized concern”, from “alienated other” to “boundary integration”, from “alienated other”to “boundary integration”. From “homoge? nized teaching”to “personalized concern”, from “alienated other” to “integration at the border”.