This research aimed to study the current situation of sustainable professional competencies for university lecturers in the digital era in Sichuan Province, provide guidelines for improving these competencies, and evaluate the adaptability and feasibility of the guidelines. The research sample comprised 375 university lecturers in Sichuan Province, selected by systematic and random sampling, 10 expert interviewees, and 7 high-level administrators who evaluated the guidelines. Research instruments included questionnaires, structured interviews, and evaluation forms. Data analysis used percentage, mean standard deviation, and content analysis. The results showed that the overall level of sustainable professional competencies for university lecturers in the digital era is relatively high but unbalanced across different aspects. The implementation level of subject knowledge competencies is the highest, while sustainable learning competencies are the lowest. The guidelines for improvement are divided into four elements with 31 measures: 7 for subject knowledge, 5 for teaching ability, 8 for digital skills, and 6 for sustainable learning. The adaptability and feasibility of the guidelines were evaluated at the highest level.