With the deepening of education digitalization, human–AI collaboration has become a major force driving transformation in higher education and reshaping the competence structure of university teachers. This paper explores the development of teachers’ composite competencies from the perspectives of formative foundations, structural logic, and practical pathways. At the level of formative foundation, it reviews the historical evolution of technology-enhanced education, the strategic push of higher education modernization, and the mechanisms of teacher professional development to clarify the historical drivers for the formation of university teachers’ composite competencies. At the level of structural logic, it analyzes the reconfiguration of teachers’ competency structures in light of practical, internal, and developmental logics, proposes a three-dimensional framework of cognition, practice, and ethics, and expounds the paradigm shift of higher education from technology-centered to technology-for-people. At the level of practical pathways, it puts forward strategies such as tiered training, platform building, and institutional improvement to enhance teachers’ composite competencies.