Amid the deepening implementation of the industry-education integration strategy, the development of “dual-qualified” teachers in applied universities has become a critical link between the educational chain and the industrial chain, as well as a key bridge connecting talent cultivation with industry needs. This process faces new opportunities and challenges in terms of connotation enrichment and quality enhancement. Through historical analysis and literature review, this study traces the evolution of “dual-qualified” teachers across three stages: the qualification-oriented phase in vocational education, the competency-oriented phase during transitional development, and the integration-innovation phase under deepened industry-education integration. Grounded in competency theory and the requirements of industry-education integration, a four-level, twelve-dimensional construction logic for “dual-qualified” teacher competency is proposed, encompassing value guidance, subject role, capability structure, and elemental composition. Furthermore, an action strategy of “four emphases, four models” and practical pathways are explored. Through diversified disciplinary ecosystems, multi-dimensional training systems, cross-boundary collaboration, and classified developmental evaluation models, the competency of “dual-qualified” teachers can be comprehensively enhanced. This will provide solid faculty support for applied universities in cultivating innovative engineering talents, thereby facilitating the effective alignment of deeper integration of industry and education with regional economic and social development needs.