Well-defined standards for undergraduate vocational education programs are essential to establish the distinct identity and high-level positioning of vocational education, enhance the individual and collective ecosystem of vocational undergraduate education, forge pathways for cultivating high-level technical talent, and achieve standard-guided, dynamically balanced, and demand-aligned education. Our proposed framework for these teaching standards follows an internal logic addressing three key questions: “For whom are we educating?”, “Who are we educating?”, and “How are we educating?”. This involves clarifying career orientations, identifying educational type, setting specific goals for moral, knowledge, and skill development, and specifying elements of curriculum norms, resource allocation, and quality assurance mechanisms. To facilitate the development and implementation of these standards, it is crucial to establish a clear logical foundation, identify key stakeholders; and delineate fundamental processes. Additionally, necessary steps include strengthening top-level design, instituting mechanisms for stakeholder participation, inter-departmental coordination, quality supervision and evaluation, and international collaboration. These measures aim to ensure a solid institutional foundation, orderly implementation, and effectiveness of the standards while enhancing their international relevance.