Abstract: The rapid development of digital and intelligent technologies is reshaping the ecosystem of ideological and political education. This paper examines the development of the "Grand Ideological and Political Course" through the lens of digital communication theory. It identifies three key dimensions of its value implications: promoting the integration of virtual and physical classrooms based on a communicative–action nexus, achieving systematic integration of educational resources under the logic of mutual benefit and symbiosis, and constructing a new collaborative education ecosystem through mechanisms of universal connectivity. However, its practical implementation faces several challenges, including coordination barriers arising from the reconfiguration of time and space, the weakening of educational subjectivity due to technological overreach, and cognitive rigidity caused by digital exclusion. To address these issues, a systematic approach is required across three dimensions: institutional innovation, technological governance, and literacy enhancement. Specifically, it is necessary to establish multi-actor collaborative education mechanisms to strengthen systemic integration, improve algorithmic governance and data regulation to reinforce the authority of value guidance, and enhance AI literacy among teachers and students to promote deeper human–machine integration. In this way, the organic unity of technological empowerment and value guidance can be achieved.