With the further implementation of “the Belt and Road Initiative”, “Chinese+Vocational Skills” education is turning to connotative development. The core bottleneck lies in the general lack of intercultural teaching competence among double-qualified teachers, which hinders the effective transformation of the learner ability goals established by the Chinese Proficiency Standards for Vocational Education into classroom practice. To address this implementation gap between Chinese Proficiency Standards for Vocational Education and teaching, this study takes the Chinese Proficiency Standards for Vocational Education as its fundamental guideline and systematically constructs a connotative framework, evaluation system, and cultivation path for the intercultural teaching competence of double-qualified teachers. By combining theoretical analysis with framework construction, the study deconstructs the internal logic of the Chinese Proficiency Standards for Vocational Education across three dimensions—scenario, task, and content—defining teachers’ competence as an organic whole composed of intercultural scenario creation ability, intercultural task design ability, and intercultural content integration ability. Following the principles of criterion-referenced and competency-oriented backward design, the study develops a “three-dimension, nine-indicator” competence evaluation framework that directly aligns with the five-level system of the Chinese Proficiency Standards for Vocational Education (from beginner to proficient), providing graded behavioral descriptions for each of the nine indicators. On this basis, a systematic cultivation path is designed, centered on concept orientation, practice support, resource co-construction, and platform expansion. The study finds that teachers’ intercultural teaching competence is not a simple superposition of language ability and vocational skills, but rather a three-dimensional integration of scenario, task, and content. Its core lies in transforming the graded competence descriptors of the Chinese Proficiency Standards for Vocational Education into tangible and actionable teaching practices. “The three-dimension, nine-indicator” evaluation framework achieves precise alignment between teacher competence development and the hierarchical system of the Chinese Proficiency Standards for Vocational Education, forming a closed loop of consistency in “teaching, learning, and evaluation”. This study provides operational reference tools and implementation pathways for teacher training, teaching evaluation, and resource development in “Chinese+Vocational Skills” education, helping to resolve the core contradiction of the disconnection between standards and teaching, and offering a systematic solution for building a high-quality teacher workforce.